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EYEKYDAY   ENGLISH 

BOOK   ONE 


THE  MACMILLAN  COMPANY 

NEW  YORK   •    BOSTON    •    CHICAGO 
DALLAS   •    SAN    FRANCISCO 

MACMILLAN  &  CO.,  Limited 

LONDON    •    BOMBAY    •    CALCUTTA 
MELBOURNE 

THE  MACMILLAN  CO.   OF  CANADA,  Ltd. 

TORONTO 


poo 


EVERYDAY  ENGLISH 

BOOK  ONE 


BY 

2-  <bOO  ^ 

FRANKLIN   T.   BAKER 

PROFESSOR    OF    ENGLISH    IN    TEACHERS    COLLEGE 

AND    SUPERVISOR    OF    ENGLISH    IN    THE 

HORACE    MANN    SCHOOL 

AND 

ASHLEY   H.   THORNDTKE 

PROFESSOR    OF    ENGLISH    IN    COLUMBIA    UNIVERSITY 


THE   MACMILLAN   COMPANY 
1913 

All  rightu  reserved 


Copyright,  li(12, 
By  the  MACMILLAN  COMPANY. 


Set  up  and  electrotyped.      Published  May,  1912.     Reprinted 
May,  1913. 


Nortoooti  l^xtse 

J.  S.  Cushing  Co.  —  Berwick  &  Smith  Co. 

Norwood,  Mass.,  U.S.A. 


ic      )7   e. 
2 

PREFACE 

The  study  of  English  lias  become  the  basis  of  our  educa- 
tional system.  From  the  Kindergarten,  through  the  Uni- 
versity, the  study  of  our  language  and  literature  is  the  main 
element  of  unity  and  continuity  that  binds  together  the  varied 
discipline  of  our  schools.  This  has  been  brought  about  by 
changes  so  rapid  that  few  have  fully  realized  their  importance ; 
but  every  teacher  of  English  has  felt  both  the  burden  and  the 
o]3portunity  which  its  preeminence  imposes. 

The  teaching  of  English  must  give  training  in  the  knowledge 
and  use  of  the  language,  and  of  all  parts  of  education  surely 
none  can  be  more  fundamental,  or  practical,  or  effective  in 
exercising  the  power  to  think.  It  must  also  open  the  door  not 
only  to  English  literature,  but  to  the  great  world  of  books,  to 
the  accumulated  culture  of  the  race.  While  it  trains  the  pupil 
in  efficient  use  of  the  mother  tongue,  it  must  widen  his  horizon 
and  render  him  susceptible  to  those  refinements  of  feeling  and 
enlargements  of  sympathy  essential  to  true  culture. 

Nowhere  is  this  double  service  more  important  than  iii  the 
elementary  schools.  To  the  union  and  promotion  of  both  serv- 
ices. Everyday  English  is  dedicated. 

Book  One  is  built  up  on  a  few  general  principles : 

1.  Language  is  primarily  oral. 

2.  Constant  practice  and  review  are  necessary  for  skill  in 
language,  as  in  any  art. 


vi  Preface 

3.  Attention  to  the  forms  and  principles  of  language  may 
make  for  efficiency  in  its  use. 

4.  The  study  of  English  should  lead  to  an  interest  in  good 
reading  in  prose  and  poetry. 

5.  This  interest  should  be  stimulated  in  many  directions 
and  made  the  basis  of  the  child's  practice  in  expression. 

6.  Training  in  art  and  good  taste  should  begin  with  sim- 
plicity and  attractiveness  in  the  textbook. 

We  all  know  that  the  spoken  words  are  the  living  lan- 
guage, of  which  the  written  is  only  a  symbol.  The  spoken 
word  precedes  the  written  in  the  history  of  the  race  and  in  the 
development  of  the  child,  and,  in  the  child's  life,  occupies  a 
much  larger  place  than  in  that  of  the  educated  adult. 

A  full  third  of  the  lessons  in  this  book  are  oral,  and  much 
of  the  work  in  the  other  lessons  involves  oral  expression. 
Grammar  is  connected  with  actual  speech ;  special  care  is  given 
to  drill  in  clear  enunciation  in  speaking ;  and  oral  expression 
is  integrated  with  the  child's  natural  interest  in  games,  dia- 
logs, and  dramas.  Oral  expression  receives  first  attention  not 
merely  for  its  own  value,  but  because  written  expression  is 
freer  and  better  if  prepared  for  by  full  oral  discussion.  The 
difficulties  of  written  composition  are  thus  divided,  taken  one 
step  at  a  time,  and  in  the  normal  order.  The  reluctance  to 
write  will  be  lessened,  if  the  writing  has  been  prepared  for  by 
spontaneous  and  intelligent  talk  in  the  class. 

In  the  selection  of  material  for  oral  and  written  lessons,  the 
choice  has  been  determined  i)artly  by  the  cultural  value  of  the 
ideas  introduced,  and  partly  by  the  suitability  of  the  material 
as  a  basis  for  i)ractice  in  composition.  In  all  selections  the 
interests  of  the  cliildren,  as  known  to  experienced  teachers, 
have  been  kept  in  view.  Expression  is  impossible  unless  the 
pupils  have  ideas  to  convey,  and  it  is  meager  and  artificial 


Preface  vii 

unless  it  is  interesting  to  the  children  themselves.  But  their 
interest  is  directed  to  many  subjects.  There  seems  no  reason 
why  English  should  be  kept  as  a  handmaid  to  any  single  sub- 
ject: nature  stud}^,  myths,  moral  lessons,  or  practical  informa- 
tion. These  are  all  useful,  but  there  is  no  gain  in  confining 
the  child  to  any  one  of  them.  A  first  book  in  English  is  the 
place  to  engage  the  child's  interest  in  many  subjects,  and  to 
stimulate  by  poetry  and  pictures,  by  fable,  story  and  biography, 
and  by  many  other  means,  his  intelligence  and  imagination. 

The  plan  of  Book  Oxe  offers  an  integration  of  its  practical 
and  cultural  aims  through  a  method  approved  by  the  experi- 
ence of  many  teachers  :  First,  Oral  Expression  ;  Second,  Writ- 
ten Expression  based  on  the  oral  discussion;  Third,  Language 
Drill  and  Study  connected  closely  with  the  oral  and  written 
composition,  and  supplied  with  many  reviews.  This  arrange- 
ment will,  of  course,  often  be  varied  by  teachers,  who  will  sup- 
plement, or  omit,  or  rearrange,  to  suit  the  needs  and  attain- 
ments of  their  classes.  It  is  not  stiff  and  mechanical,  but 
normal  and  flexible.  It  should  cultivate  the  lively  interchange 
of  ideas  between  teacher  and  pupils  and  among  the  pupils 
themselves.  It  should  make  corrections  of  mistakes  the  work 
of  the  class,  rather  than  that  of  the  teacher.  It  should  hold 
theory  and  practice  harnessed  together.  It  should  keep  gram- 
mar from  being  considered  a  formal  affair  unfit  for  pleasant 
intercourse ;  it  should  make  grammar  the  natural  accompani- 
ment and  aid  of  good  expression.  Teachers  will  note  that  the 
matter  of  the  Oral  Lessons  is  intended  to  be  merely  sugges- 
tive, and  that  the  grammar  is  limited  to  the  simple  sentence. 

Every  effort  has  been  made  to  secure  a  book  attractive  to 
the  eye,  a  particular  in  which  language  books  have  been  far 
behind  readers  and  geographies.  The  clear,  open  page,  with 
its  simple  typography  will,  it  is  believed,  win  attention  with- 


viii  Preface 

out  straining  the  eyes  ;  and  the  illustrations  should  further  the 
purpose  of  the  book  by  their  fitness  to  the  subject  matter,  and 
by  their  own  attractiveness.  The  authors  desire  to  express 
their  debt  to  Miss  Clements  for  the  charm  with  which  her 
pictures  present  children's  life  to  children. 

The  authors  desire  to  acknowledge  their  great  indebtedness 
to  the  many  teachers  in  both  ])ublic  and  private  schools  from 
whom  they  have  learned  more  than  they  can  specify  ;  and, 
especially,  to  Miss  Lillian  Rogers,  of  the  Horace  Mann  School^ 
and  Miss  Grace  Day,  of  the  educational  department  of  the 
University  of  Nevada,  who  have  given  valuable  criticism  on 
the  manuscript  of  this  book. 

The  authors  express  their  thanks  to  the  following  publishers 
for  their  courtesy  in  allowing  the  use  of  copyright  material : 
to  Frederick  Warne  and  Company  for  the  use  of  the  picture  by 
Kate  Greenaway ;  to  Ginn  and  Company  for  the  picture  from 
Kern's  Among  Country  Scliooh ;  to  Little,  Brown,  and  Company 
for  the  extract  from  Louisa  May  Alcott's  Little  Women,  and 
for  Helen  Hunt  Jackson's  "  October's  Bright  Blue  Weather  " ; 
to  the  Century  Company  for  the  extract  from  Mary  Mapes 
Dodge's  The  Land  of  Pluck;  to  Harper  Brothers  for  the  selec- 
tion from  Hamlin  Garland's  Main  Travelled  Roads;  to  the 
Bobbs-Merrill  Company  for  the  selection  from  Armazindy,  by 
James  Whitcomb  Riley,  copyright  1894;  to  Houghton  Mifflin 
Company  for  E.  C.  Stedman's  "  What  the  Winds  Bring,"  and 
the  selection  from  John  Burroughs' P^-^xtcton;  and  to  Charles 
Scribner's  Sons  for  the  lines  from  Sidney  Lanier's  "  Tampa 
Robins." 


TABLE  OF  CONTENTS 


LESSON 
1. 

2. 


PART   ONE 


Colored  Picture 


Oral.     Little  Teacher 

Written.     Sentences   ....... 

3.  Language.     Sentences :  Declarative  and  Interrogative 

4.  Oral.     The  Hurdy-Gurdy.     Full  Page  Picture   . 

5.  Written .     A  Story  about  the  Picture 

6.  Language.     Dictation  :  Sentences,  Capitals,  Periods  . 

7.  Oral.     Poem:   Singinff,  R.  L.  Stevenson,  Illustrated 

8.  Written.     Copying  Verses  and  Sentences  . 

9.  Language.     0  and  I.     Making  Sentences.      Homonyms 

10.  Oral.     A  Rainy  Day.     Full  Page  Picture   . 

11.  Written.     Sentences  about  the  Picture 

12.  Language.     Capitals.     Imperative  and  Exclamatory  Sentences 

13.  Oral.     A  Fable  :   The  Danger  of  Talking  Too  Much 

14.  Written.     Story  of  the  Fable.     Titles 

15.  Language.     The  Four  Kinds  of  Sentences  . 

16.  Oral.     Story  :  Alice  Asleep  in  the  Wagon  . 

17.  Written.     Reproducing  Story 

18.  Language.     Making  Sentences.     The  Hyphen 

19.  Oral.     Poem:   miat  the  Winds  Bring,  E.   C 

trated 

20.  Written.     Writing  the  Poem 

21.  Language.     Writing  Names 

22.  Oral.     The  Balloon  Man.     Colored  Picture 

23.  Written.     De.scription  of  Picture 

24.  Language.     Dictation  :  Names  and  Abbreviations 

25.  Oral.     A  Game.     The  Picnic.     Full  Page  Picture 

26.  Written.     Story  of  the  Picture   .... 

27.  Language.     Correction  of  Compositions 

28.  Oral.     Fable  :   The  Frog  and  the  Ox,  Dramatized 

29.  Written.     Words,  Correct  Usage 
.30.  Language.     On  the  Use  of  a  Dictionary      . 
31.  Oral.     Poem  :   Thanksgiving  Day,  Lydia  Child,  Illus 

ix 


Sted 


man. 


Ilhis- 


trated 


PAGE 
1 

2 

3 

5 

5 

6 

7 

8 

8' 

8 

10 

10 

11 

12 

12 

13 

14 

15 

1(> 
17 
18 
18 
19 
19 
20 
22 
22 
22 
23 
24 
24 


X 


Table  of  Contents 


32.  Written.     Composition  :  How  I  Spent  Thanksgiving  Day 

33.  Language.     Plurals  of  Nouns 

34.  Oral.     A  Dialog  :   Tico  Dogs,  Illustrated    . 

35.  Written.     Dialog  between  Two  Dogs .... 

36.  Language.     Paragraphs,  Oral  or  Written  . 

37.  Oral.     Fable:  The  Larks  and  the  Farmer 

38.  Written.     A  Story 

39.  Language.     Paragraphing.     Paragraphs  in  Conversations 

40.  Oral.     A  Nickel  to  Spend.     Colored  Picture 

41.  AVritten.     Story  of  the  Picture 

42.  Language.     Is  and  Are 

43.  Oral.     An  Account  of  George  Washington,  Illustrated 

44.  Written.     Sentences,  Corrected  by  Class    . 

45.  Language.     Capitals  and  Punctuation 

40.  Oral.     Poem:   The  Land  of  Counterpane,  R.  L.  Stevenso 

47.  Written.     Transcription  of  Poem        .... 

48.  Language.     Names  of  Days  and  ^lonths    . 

49.  Oral.     A  True  Story,  Illustrated         .... 

50.  Written.     Story  of  Jocko    ...... 

51.  Language.     Dictation,  Abbreviations,  Dates 

52.  Oral.     A  Picture  by  Kate  Greenaway 

53.  Written.     Completing  Sentences         .... 

54.  Language.      Was  and  Were  ;  Has  and  Have 

55.  Oral.      TTie  Fire  Engine.     Full  Page  Picture  .^  . 

56.  Written.     A  Story      .... 

57.  Language.     Criticism  of  Compositions 

58.  Oral.     The  Circus.     Colored  Picture  . 

59.  Written.     A  Description     . 

60.  Language.     Plurals  in  -s,  -x,  -z,  -sh,  and  -c 

61.  Oral.     Drama:  Mercury  and  the  Woodman 

62.  Written.     Dialog 

63.  Language.     Plurals  in  -os  and  -oes 

64.  Oral.     A  Talk  about  Language  . 

65.  Written.     New^  Words 
G6.  Language.     Contractions    . 

67.  Oral.     Poem  :   Suppose,  Phoebe  Gary 

68.  Written.     Exerci.se  on  Contractions   .... 

69.  Language.     Pos.sessives.     The  Apostrophe 

70.  Oral.     Story  :    Turning  the  Grindstone,  Benjamin  Frankl 

71.  Written.     Story.     Corrections  by  the  Class 

72.  Language.     Contractions    ...... 


Contractions 


Table  of  Contents 


XI 


A  Letter  by  Tlionuis  Hood,  lUus- 


LESSON 

73.  Oral.     A  Talk  on  Letters. 

trated 

-  --74:.  Written.     Writing  a  Letter  ;  Heading.  Salutation,  etc. 

75.  Language.     Writing  Dates.     Salutations . 

76.  Oral.     An  Old- Fashioned  School,  Illustrated   . 

77.  Written.     Letter  on  a  Day  at  School 

78.  Language.     Quotation  Marks 

79.  Oral.     A  Northern  Myth  :  Sif's  Golden  Hair,  Emilia  K. 

80.  Written.     Divided  Quotations  ..... 

81.  Language.     Quotation  Marks   ..... 

82.  Oral.     Coasting.     Full  Page  Picture 

■  83.  Written.     A  Letter 

84.  Language.     Plurals  in  -ies  ;  is  and  are  ;  was  and  icere 

85.  Oral.     Poem  :   The  Children's  Hour,  H.  W.  Longfellow 

86.  Written.     Choice  of  Words       .... 

87.  Language.     Synonyms  and  Homonyms     . 

88.  Oral.     Pilgrims  Going  to  Church,  Illustrated    . 

89.  Written.     About  the  Picture     .... 

90.  Language.     Choice  of  Words    .... 

91.  Oral.     The  Town  in  which  You  Live 

92.  Written.     Dictation  :  Selection  from  Little  Women 

93.  Language.     Plurals  in  -ves         .... 

94.  Oral.     The  Town  in  Which  You  Live  {Continued) 

95.  Written.     A  Letter 

96.  Language.     Plural  Possessives  .... 

97.  Oral.     Review  of  Part  One        .... 

98.  Written.     Keview.     Dictation  .... 

99.  Language.     Review  :  Plurals,  Possessives,  Correct  Usage 
100.  Review.     Capitals  and  Punctuation 


Baker 


PART   TWO 

101.  Oral.     Sentences.     Subject  and  Predicate 

102.  Written.     Building  Sentences  .... 

103.  Language.     The  Complete  Subject  and  Predicate 

104.  Oral.     A  Mute  Appeal.     Picture  Study    . 

105.  Written.     A  Paragraph     ..... 

106.  Language.     Order  of  Subject  and  Predicate      . 

107.  Oral.      The  Growth  of  a  Plant,  WlnsVoaXed 

108.  Written.     Dictation,  Plurals     .... 

109.  Language.     Nouns 


Xll 


Table  of  Contents 


LKS80N 

110.  Oral.     A  Drill  in  the  Right  Way  of  Saying  Things 

111.  Written.     A  Letter  to  be  Answered 

112.  Language.     Pronouns 

113.  Oral.     Poem.-   The  Barefoot  Boy,  J.  G.  Wlnttier 

114.  Written.     A  Composition  of  Several  Paragraphs 

115.  Language.     A,  an,  the.     Homonyms.     Synonyms 
11(5.  Oral.     Waiting  for  Mistress.     Picture  and  Dialog 

117.  Written.     A  Dialog  .... 

118.  Language.     Verbs  and  Verb  Groups 

119.  Oral.     Story  :  ^  7V'«// J7ii>/,  Illustrated 

120.  Written.     Reproduction  of  Story 

121.  Language.     Verbs  and  Verb  Groups 

122.  Oral.     The  Old  Garden.     Colored  Picture 
I2:>.  Written.     A  Description  . 

124.  Language.     Verbs  :  Number  and  Tense 

125.  Oral.     Planning  a  Letter  . 
12(5.    Written.     Writing  a  Letter 

127.  Language.     Criticism  of  the  Letter  . 

128.  Oral,     reading  the  Letters 

129.  Written.     Re-writing  the  Letter 
1  ;iO.  Language.     Two  Troublesome  Verbs  :  See,  Do 

131.  Oral.     Poem  :   October's  Bright  Blue  Weather,  H.  II.  Jackson, 

Illustrated 

132.  Written.     Dictation  .... 

133.  Language.     Prefixes  and  Suffixes 

134.  Oral.     Abraha;n  Lincoln,  Illu.strated 

135.  Written.     Composition,  with  Outline 

130.  Language.     Double  Negatives  . 

137.  Oral.     A  Picture  Story,  Illustrated  . 

138.  AVritten.     A  Story     .... 

139.  Language.     Review  of  Nouns,  Pronouns,  and  Verbs 

140.  Oral.     The  Bird  Shop.     Colored  Picture  . 

141.  Written.     A  Story  Suggested  by  the  Picture 

142.  Language.     I'unctuation  .... 

143.  Oral.     Proverbs 

144.  Written.     A  Story  about  a  Proverb  . 
14.5.  Language.     Simple  Subject,  Simple  Predicate,  Modifiers 

146.  Oral.     Poem  :  Daffodils,  William  Wordsworth 

147.  Written.     Composition,  with  (Outline 

148.  Language.     Analysis  of  Sentences    . 

149.  Oral.     Your  State      . 


99 
99 
101 
102 
102 
104 
104 
105 
106 
109 
109 
110 
110 
111 
111 
112 
112 
113 
113 
113 

115 

118 

119 

120 

122 

122 

124 

126 

126  _ 

126 

127 

127 

129 

130 

130 

131 

132 

132 

133 


Tabic  of  Contents 


xui 


LESSON 

150.    Written.     Composition,  witii  Outline 

Language.     Modifiers 

Oral.  The  States,  Illustrated  .... 
"Written.  Composition  of  Several  Paragraphs. 
Language.     Criticism  of  Compositions 

Oral.     Corn,  Illustrated 

Written.  Sentence  Building  .... 
Language.     Adjectives 

158.  Oral.     Robert  E.  Lee        .         . 

159.  Written.     A  Generous  Action  .... 
Language.     Sit  or  Set.     Verb  Groups 
Oral.     Poem:   Old  Ironsides,  O.  W.  Homes,  Illustrated 
Written.     Sentence  Building     .... 

163.  Language.     Lie  or  Lay 

164.  Oral.     An  Unfinished  Story.     Poem,  J.  W.  Riley 
.  Written.     Completing  the  Story 

Language.     Criticism  of  Compositions 

167.  Oral.     Lion  Family.     A  Picture  Study 

168.  Written.     An  Exercise  in.Descrii3tion 
Language.     Review  Exercises    .... 
Oral.     Business  Letters.     Topics 
Written.     Writing  a  Business  Letter 
Language.      Shall,  Will.     Verb  Groups    . 


151. 
152. 
153. 
154. 
155. 
156. 
157. 


160. 
161. 
162. 


165. 
166. 


169. 
170. 
171. 
172. 
173. 
174. 
175. 
176. 
177. 
178. 
170. 
180. 
181. 


Protests 


Oral.     Bu.siiiess  Letters. 

Written.     Telegrams         .... 

Language.     Adverbs  .... 

Clear  Enunciation      ..... 

Written.     Various  Topics.     Outlines 

Language.     Sentence  Building.     Adverbs 

Oral.      Wheat,  Illustrated 

Written.     Dictation  :  A  Threshing  Scene,  Hamlin  Garland 

Language.     Sentence  Analysis 

182.  Oral.     A  Drama :    The  Colonists 

183.  Written.     A  Story,  with  Quotations 
Language.     Common  and  Proper  Nouns  . 
Oral.     Poem:  Bohert  of  Lincoln,  W.  C.  Bryant 
Written.     Sentence  Building     .... 
Language.     Number :  Nouns,  Pronouns,  Verbs 
Oral.     learns.     An  Unfinished  Story 
Written.     Completing  the  Story 
Language.     Criticism  of  Compositions 


184. 
185, 
186. 
187. 
188. 
189. 
190. 


XIV 


Table  of  Contents 


LE880?( 

191.  Oral.     Enunciation   .... 

192.  Written.     Sentence  Building    . 

193.  Language.     Compound  Subjects 

194.  Oral.     Apple  Picking.     Colored  Picture 

195.  Written.     Topics  for  Compositions  . 

196.  Language.     The  Elements  of  a  Sentence 

197.  Oral.     Review  :  Sentences,  Subject,  Predicate,  Parts  of  Speech 

198.  Written.     Review  :  A  Telegram  and  a  Letter  . 

199.  Language.     Review.     Exercises  on  Pronouns  and  Verbs 

200.  Review.     Capitals  and  Punctuation  .... 


Pepacton, 


John  Bur 


PART  THREE 

201.  Oral.     Enunciation.     Selections 

202.  Written.     A  Vacation  Incident 

203.  Language.     The  Parts  of  Speech 

204.  Oral.     Aurora.     A  Picture  Study 

205.  Written.     Compositions,  with  Outlines 
20(i.  Language.     Nouns.     Review    . 

207.  Oral.     Bees,  Illustrated     . 

208.  Written.     A  Paragraph  for  Study  :  from 

roughs  

209.  Language.     Pronouns  :  Personal 

210.  Oral.     A  Game  with  Words 

211.  Written.     Words  Misspelled  or  Misused 

212.  Language.     Verbs  and  Verb  Groups 

213.  Oral.     Greek  Stories,  IWustrated. 

214.  Written.     Building  Sentences  . 

215.  Language.     Adjectives :  Comparison 

216.  Oral.     The   Windmills  of  Holland,  M.  M.  Dodge 

Picture 

217.  Written.     A  Description  . 

218.  Language.     Adverbs 

219.  Oral.     Heroes  of  the  North.     Full  Page  Picture.     Poem:   Ode 

to  the  Brave,  Collins    . 

220.  Written.     A  Narrative 

221.  Language.     Phrases  and  Prepositions 

222.  Oral.     An  Unfinished  Story  :  Hoeing  and  Fishing, 

223.  Written.     Building  Sentences   .... 

224.  Language.     Conjunctions.     Interjections 

225.  Oral.     Poem  :   JTie  Concord  Hymn,  Illustrated 


Colored 


Illustrated 


Table  of  Contents 


XV 


LESSON  PAOB 

226.  Written.     The  Choice  of  Words 206 

227.  Language.     The  Parts  of  Speecli  Reviewed       ....  205 

228.  Oral.     Stories  of  Adventure 206 

229.  Written.     A  Narrative 207 

230.  Language.     Criticism  of  Compositions 207 

231.  Oral.      The  Dangerous  House  Fly,  Illustrated  ....  208 
'232.  Written.     A  Business  Letter 209 

233.  Language.     Transitive  Verbs 210 

234.  Oral.      The  Pestilent  Mosquito 211 

235.  Written.     Letters  of  Invitation         ......  214 

236.  Language.     Transitive  Verbs  and  Objects  .         .         .         .214 

237.  Oral.     On  Explaining  Things .215 

238.  Written.     Explanations 216 

239.  Language.     Case 217 

240.  Oral.     A  Drama  :  A  3Ii(lsummer-Night^s  Dream,  Illustrated  .  218 

241.  Written.     Building  Sentences 224 

242.  Language.     The  Objective  Case  (CoM<tn?<erf)    ....  224 

243.  Oral.     In  Many  Worlds 226 

244.  Written.     A  Letter 227 

245.  Language.     The  Verb  J5e 227 

246.  Language.     Objects  and  Complements.     Indirect  Object          .  229 

247.  Language.     Case 229 

248.  Review.     The  Parts  of  Speech 230 

249.  Review.     Sentence  Analysis 231 

250.  Review.     Capitals.     Abbreviations.     Punctuation    .         .         .232 

Books  for  Boys  and  (iirls  in  Grades  Four,  Five,  and  Six  .         .         .  234 

INM.KX 237 


LITTLK   TKACIIKR 


EVERYDAY  ENGLISH 
BOOI^  ONE 

PART    ONE 


1.    ORAL   LESSON 

LITTLE   TEACHER 

Look  at  the  picture  on  the  opposite  page.  Why  is  it 
called  "Little  Teacher"?  How  many  children  do  you  see? 
About  how  old  do  you  think  each  one  is?  Are  they  in 
school  or  at  home?  Tell  what  each  one  is  doing.  Which 
one  is  playing  teacher?  Which  is  the  youngest?  What  is 
he  doing  ?  What  toys  are  there  in  the  room  ?  Which  toys 
are  placed  as  if  they  were  in  the  play?  What  is  the  cat 
doing  ?  Is  she  in  the  game  ?  What  else  do  you  see  in  the 
picture  ? 

Let  us  answer  each  of  these  questions  again,  putting  each 
answer  into  a  good  sentence.  Let  one  pupil  answer  the  first 
question,  another  the  second,  and  so  on.  These  answers  will 
give  the  story  of  the  picture. 

Let  several  pupils  tell  the  whole  story.  Let  other  pupils 
tell  how  they  have  played  school  at  home.  In  telling  these 
stories,  stand  erect,  hold  the  head  up,  face  the  class,  and  speak 
distinctlv. 


2  Everyday  English 

2.    WRITTEN   LESSON 

This  is  to  be  a  written  exercise  about  the  picture  in 
Lesson  1. 

In  writing,  always  leave  a  margin  of  one  inch  on  the  left 
side  of  the  sheet.  Write  your  name  in  full  in  the  upper 
right-hand  corner,  use  only  one  side  of  the  sheet,  and  write 
as  plainly  as  you  can. 

Let  each  pupil  write  a  sentence  about  the  picture.  Let 
these  be  read  "aloud.  When  each  is  read,  decide  whether  it 
is  a  sentence  or  not.  Put  a  few  of  the  sentences  on  the 
board.  Then  let  each  pupil  write  five  sentences  about  the 
picture.  Begin  each  with  a  capital.  Let  some  of  them  be 
read  aloud,  and  decide  whicli  are  sentences. 

Your  written  page  should  look  like  this  : 


Sentences  3 

3.    LANGUAGE    LESSON 
A  sentence  is  a  group  of  words  making  complete  sense. 

Some  groups  of  words  make  only  incomplete  sense.  The 
following  are  not  sentences  : 

1.  In  the  picture 

2.  When  the  dog  plays 

3.  After  a  while 

4.  Reading  to  the  dog 

When  the  sense  is  completed,  each  one  becomes  a  sentence. 

1.  In  the  picture  are  a  dog  and  a  boy. 

2.  When  the  dog  plays  he  runs  and  barks. 

3.  After  a  while  we'll  go  and  play. 

4.  Reading  to  the  dog  will  not  teach  him  anything. 

Make  sentences  of  the  following : 

1.  Yesterday  morning 

2.  When  the  lesson  was  over 

3.  Words  making  complete  sense 

4.  With  a  capital  letter 

5.  The  dog  in  the  chair 

6.  A  margin  on  the  left  side  of  the  page 

7.  About  the  picture 

8.  When  will  the  boy 

9.  What  kind  of  book 

10.    The  book  in  the  boy's  hand 

We  have  been  using  two  kinds  of  sentences,  questions  and 
answers.  A  question  asks  something ;  an  answer  tells  some- 
thing.     Write  the  following  sentences  from  dictation  : 

A  sentence  that  asks  a  question  is  an  interrogative  sentence. 
A  sentence  that  tells  something  is  a  declarative  sentence. 


■■H,  5>^^v..-.Jl.   C\. 


THK    IIURDY-GURDT. 


Study  of  a  Picture  5 

4.    ORAL    LESSON 
THE  HURDY-GURDY 

Make  sentences  in  answering-  tliese  questions. 

How  many  children  are  there  in  the  picture  ?  How  many 
boys?  How  many  girls?  Have  they  been  to  school? 
What  time  of  year  is  it  ?  What  time  of  year  do  hurdy- 
gurdies  come  around  ?  How  is  the  man  dressed  ?  What  is 
his  wife  doing?  What  does  the  monkey  wear?  What  is 
the  monkey  doing?  Is  his  hat  for  any  other  use  except 
to  wear?  What  will  he  do  with  the  pennies?  Can  the 
monkey  in  the  picture  do  any  tricks  ?  What  do  you  suppose 
they  are  ?  What  will  he  have  to  eat  ?  Where  do  he  and 
his  master  live  ?  How  much  money  do  you  think  they  earn 
in  a  day  ?  Have  you  ever  seen  monkeys  ?  Where  did  you 
see  them  ?  Were  they  all  alike  ?  Were  they  of  different 
sizes  ?     Tell  how  they  looked. 

If  your  teacher  is  willing,  make  a  game  of  answering  these 
questions.  Let  one  pupil  ask  a  question  about  the  picture 
and  another  answer  it.  Did  each  use  a  sentence  ?  Let 
other  questions  be  asked  and  answered  in  the  same  way. 
Are  the  questions  and  answers  all  sentences  ?  Let  several 
pupils  now  tell  about  the  picture,  speaking  distinctly  and 
using  good  sentences. 

5.    WRITTEN   LESSON 

Write  as  much  as  you  can  about  the  picture.  Follow  the 
directions  in  Lesson  2.  Some  of  these  compositions  are  to 
be  read  aloud  in  the  class.  Which  are  the  most  interesting  ? 
Do  they  make  good  sense  ?     Are  the  sentences  correct  ? 

Perhaps  your  teacher  will  prefer  to  have  another  oral 
lesson  about  the  picture  instead  of  this  written  lesson. 


6  Everyday  English 

6.    LANGUAGE    LESSON 

Dictation  hy  the  teacher: 
Every  sentence  should  begin  with  a  capital. 
How  did   you  write    Every  ?     With    u   capital   E  ?     How 
many  put  a  period  after  the  word  capital  ? 

Dictation  hy  the  teacher: 

Every  sentence  that  tells  something  should  end  with  a 
period. 

Every  sentence  that  asks  a  question  should  end  with  a 
question  mark. 

Did  you  remember  the  capitals  and  the  periods  ? 

In  the  following  sentences  which  are  declarative  ?  Which 
are  interrogative  ?  Put  the  proper  marks  at  the  end  of 
each. 

1.  George  and  May  are  brother  and  sister 

2.  Mr.  Lawrence,  their  father,  is  a  doctor 

3.  How  old  do  you  suppose  they  are 

4.  What  is  your  age 

5.  You  are  just  the  same  age  as  May 

6.  Would  you  like  to   know  something   more  about  George 
and  May 

7.  If  you  read  the  book,  you  will  hear  about  them  from  time 
to  time 

8.  How  old  is  George 

9.  He  is  two  years  older  than  May 

10.  Where  do  they  live 

11.  Perhaps  you  will  find  out  in  another  lesson 

12.  Can  you  remember  their  names  and  ages 

Turn  back  to  Lesson  1  and  tell  which  of  the  sentences  are 
declarative  and  which  interrogative. 


Study  of  a  Poem  7 

7.    ORAL   LESSON 

SINGING 

Of  speckled  eggs  the  birdie  sings, 

And  nests  among  the  trees. 
The  sailor  sings  of  ropes  and  things 

In  ships  upon  the  seas. 

The  children  sing  in  far  Japan, 

The  children  sing  in  Spain, 
The  organ  with  the  organ  man 

Is  singing  in  the  rain. 

—  Robert  Louis  Stevexson. 

Read  the  poem  aloud.  Commit  it  to  memory,  noticing 
that  it  tells  first  of  the  birds,  second  of  sailors,  third  of  the 
children  in  far  countries,  and  fourth  of  the  organ  with  the 
organ  man.  They  are  all  singing.  What  does  each  sing 
about  ?     Do  you  know  any  other  poem  by  Stevenson  ? 


8  Everyday  English 

8.    WRITTEN   LESSON 

Copy  the  j)oeni  in  Lesson  7.  Are  your  capitals  and  periods 
correct  ?     Is  your  writing  neat  and  distinct  ? 

Copy  the  following  sentences  : 

James  and  I  are  going  on  a  picnic. 
0,  I  wish  you  were  going  with  us  ! 

There  are  three  words  in  our  language  that  contain  only 
a  single  letter.  What  are  they  ?  Two  of  them  are  always 
written  with  a  capital.  What  are  they  ?  Write  other  sen- 
tences containing  0  and  I. 

9.    LANGUAGE   LESSON 

Dictation  hy  the  teacher  : 

Every  line  of  a  poem  should  begin  with  a  capital. 

The  words  0  and  I  should  always  be  capitals. 

Make  live  sentences  by  telling  something  about  the  fol- 
lowing :  farmer,  conductor,  policeman,  organ  grinder,  sailor. 

Write  five  interrogative  sentences,  each  containing  one 
of  these  words :  sing,  play,  beg,  climb,  dance. 

Some  words  sound  alike,  but  differ  in  spelling  and  meaning  : 
as  to,  too,  two,  or,  ivrite,  wrif/ht,  right.     For  the  following  words, 
write  others  pronounced  the  same  but  spelled  differently, 
no  wood  our  son  ate 

meat  sent  new  bough  flour 

10.    ORAL    LESSON 

A   RAINY  DAY 

Study  the  picture  carefully,  until  you  can  make  questions 
or  answers.     Ask  the  teacher  to  divide  the  class  into  two 


A   Rainy  Day 


9 


A    KAINY    DAY, 


10  Everyday  English 

sides.  Each  pupil  on  one  side  must  ask  a  question,  each 
question  must  be  answered  by  a  pupil  on  the  other  side. 
Are  the  questions  and  answers  good  sentences?  If  any 
(luestion  or  answer  is  not  a  sentence,  it  counts  a  point  for 
the  other  side.  Some  of  the  class  may  tell  the  whole  story 
of  the  picture. 

11.  WRITTEN    LESSON 

In  the  last  lesson  you  talked  about  the  children  in  the 
picture.  Can  you  think  of  five  or  six  sentences  to  write 
about  one  of  the  children?  Give  the  child  a  name;  tell 
what  costume  he  wears,  and  what  he  is  doing.  What  else 
can  you  tell  about  him?  What  you  write  will  make  a 
story.  Follow  the  directions  in  Lesson  2  as  to  margin,  and 
be  careful  to  use  capitals  and  periods  correctly. 

Some  of  these  stories  are  to  be  read  in  the  class.  Sen- 
tences from  the  stories  will  be  rewritten  on  the  board. 

Look  at  the  names.      How  are  the  names  written? 

12.  LANGUAGE    LESSON 

All  words  referring  to  God,  as  Lord,  Our  Lord,  Jehovah, 
begin  with  capitals. 

Names  of  persons,  places,  countries,  and  cities  begin  with 
capitals. 

James  W.  Thompson,  Albany,  New  York,  United  States. 

The  name  of  the  boy  dressed  as  a  pirate  is  Harry  Brown, 
and  he  lives  in  Cleveland,  Ohio.  Imagine  a  name  for  each 
of  the  children  and  a  city  in  which  they  live.  Write  these 
names  correctly  with  capitals.  Notice  how  the  comma  (,) 
is  used  in  the  example  above. 


Study  of  a  Fable  11 

An  imperative  sentence  makes  a  command  or  request.        , 

Give  ine  the  book. 
Please  shut  the  door. 

An  exclamatory  sentence  expresses  surprise  or  other  strong     / 
emotion.     An  exclamatory  sentence  ends  with  an  exclamation 
mark. 

Oh,  mother,  it  is  snowing ! 
What  fun  we'll  have  coasting ! 

A  declarative  sentence  makes  a  statement.         == 
An  interrogative  sentence  asks  a  question.         "^ 


13.    ORAL   LESSON 

THE  DANGER   OF   TALKING   TOO   MUCH.     A   FABLE 

There  was  once  a  turtle  who  wished  to  fly.  So  he  asked  some 
wild  geese  to  teach  him.  They  told  him  that  he  could  not  learn 
because  he  had  no  wings.  But  they  offered  to  carry  him  through 
the  air,  so  that  he  might  see  what  it  was  like. 

Taking  a  stick,  they  told  him  to  hold  firmly  to  it  with  his 
mouth,  and  on  no  account  to  speak  a  word.  Then  two  of  the 
geese  took  the  ends  of  the  stick  in  their  bills,  and  rose  high  in 
the  air,  carrying  the  turtle  between  them.  As  they  were  pass- 
ing over  a  village,  one  of  the  people  saw  the  strange  sight,  and 
cried  out,  '*  Well,  did  you  ever  see  such  a  thing  ?  There  is  a  tur- 
tle flying  with  two  geese.  Look  !  Look  !  "  Other  people  cried 
out  in  surprise  at  the  sight,  until  the  turtle  could  contain  himself 
no  longer. 

"  Well,"  he  started  to  say,  "  why  shouldn't  I  — ,"  and  was 
presently  dashed  to  pieces  on  the  street  below. 


12  Everyday  Englisli 

Read  the  story  silently.  Answer  these  questions :  What 
did  the  turtle  wish  ".''  Why  ?  What  command  did  the  geese 
give  him  ?  Why  ?  How  did  they  carry  him  ?  Who  saw 
them  in  the  air  ?  What  did  they  say  ?  What  did  the  turtle 
attempt  to  answer  '!  Why  did  he  not  finish  what  he  wanted 
to  say  ?     Has  the  fable  any  meaning  for  us  ? 

Tell  the  story  to  the  class,  remembering  to  stand  erect, 
face  the  class,  and  speak  clearly. 

14.    WRITTEN    LESSON 

Write  the  story  of  the  turtle.  After  you  have  written 
your  name  in  the  upper  right-hand  corner,  write  the  title  of 
the  story  on  the  first  line  of  the  page.  The  principal  words 
of  a  title  should  begin  with  capitals. 

The  Turtle  Who  Talked  Too  Much 

Begin  your  story  on  the  second  line.  Begin  your  first 
word  one  inch  to  the  right  of  the  margin.     See  Lesson  2. 

Some  of  the  stories  are  to  be  read  aloud,  and  the  class  is  to 
decide  whether  they  are  told  in  a  clear  and  interesting  way. 
One  story  is  to  be  written  on  the  board.  Are  the  sentences 
right  ?  Are  capitals  used  properly  ?  Correct  the  sentences 
and  capitals  in  your  own  composition.  Perhaps  your  teacher 
will  send  some  of  the  best  written  stories  to  the  second  or 
third  grade,  to  be  used  for  their  reading  lesson. 

15.    LANGUAGE   LESSON 

Select  from  the  fable  in  Lesson  13  the  declarative  sen- 
tences and  the  interrogative  sentences.  Are  there  any  ex- 
clamatory sentences?     Any  imperative  sentences? 

Imagine  three  exclamatory  sentences  which  might  liave 
occurred  in  the  story. 


A  Story  13 

Imagine  three  imperative  sentences  which  might  have  been 
spoken  in  the  conversation  between  the  geese  and  the  turtle. 

Change  the  following  declarative  sentences  to  interroga- 
tive sentences. 

The  turtle  wished  to  fly. 

He  asked  the  wild  geese  to  teach  him. 

It  was  in  the  morning. 

He  was  told  not  to  speak. 

He  never  finished  his  remark. 

In  writing  these  sentences,  be  careful  in  using  capitals  and 
the  three  punctuation  marks  (.  ?   !). 

16.    ORAL    LESSON 

A   STORY 

Alice  was  four  years  old  ;  a  chubby,  rosy  little  girl,  whose  play 
was  of  the  quiet  sort.  She  could  spend  hours  with  her  doll  and 
her  kitten.  Her  favorite  nook  was  under  the  great  pine  trees 
down  by  the  pond  before  the  house ;  and  her  greatest  pleasure 
was  to  ride  with  her  father  when  he  drove  into  the  village.  If 
the  day  was  warm  she  would  curl  up  under  the  seat  of  the  wagon, 
on  the  clean  straw,  and  would  often  fall  asleep  there. 

At  dinner  one  day  her  father  said : 

"  I  am  going  to  town  this  afternoon.  Alice  may  go  along  if 
she  likes." 

"  And  may  I  bring  dollie  and  the  kitten  ?  "  said  Alice. 

''  Certainly,"  said  her  father. 

A  little  later,  when  he  drove  the  wagon  up  before  the  door, 
Alice  did  not  appear.  Thinking  she  had  changed  her  mind,  her 
father  drove  off  to  town. 

An  hour  or  two  later,  her  mother  began  to  wonder  where  Alice 
was.     She  went  to  the  door  and  called;  but  no   one  answered. 


14  Everyday  English 

She  looked  through  the  house  ;  Alice  was  not  there.  Neither  was 
she  in  the  i)ine  grove  by  the  pond,  nor  in  the  barn,  nor  in  any  of 
the  places  where  she  was  accustomed  to  play.  No  answer  came 
to  her  mother's  repeated  calls.  Beginning  now  to  be  thoroughly 
alarmed,  her  mother  searched  and  called  again  through  every  part 
of  the  house  and  grounds.  But  she  had  no  glimpse  of  Alice's 
sunny  head  and  blue  frock ;  she  heard  no  sound  of  Alice's  clear 
voice.  When  her  father  returned,  he  left  the  horse  and  wagon 
standing  by  the  door  and  at  once  joined  in  the  search.  At  last 
they  began  to  think  they  must  send  for  help  and  drag  the  pond 
for  her  body. 

Just  as  her  father  went  to  the  telephone  to  call  in  some  of  the 
neighbors,  Alice  came  walking  in,  her  dolly  in  one  arm,  her 
kitten  in  the  other.  Her  hair  was  tousled,  and  her  eyes  were 
dreamy.  Her  mother  ran  to  her  and  seized  her  in  her  arms. 
"  Alice,  Alice,  where  have  you  been,  my  dear  ?  " 

''Asleep  in  the  wagon,  under  the  seat,"  said  Alice. 

What  kind  of  cliild  was  Alice  ?  How  old  ?  How  did  she 
amuse  herself  ?  What  was  her  favorite  place  to  play  ?  What 
did  she  like  to  do  with  her  father?  Where  was  she  when 
her  father  started  for  the  village?  Why  did  he  not  see 
her  ?     Where  had  she  been  while  they  were  seeking  her  ? 

Several  pupils  may  tell  the  story  aloud.  Use  short  sen- 
tences, and  do  not  use  the  word  and  too  often. 

17.    WRITTEN   LESSON 

Write  the  story  of  Lesson  16  in  your  own  words.  Choose 
a  title  as  in  Lesson  14.  Be  careful  about  spelling,  capitals, 
periods,  and  question  marks.      Write  carefully  and  plainly. 

In  writing  or  printing  it  is  sometimes  necessary  to  divide 
a  word,  putting  part  of  the  word  at  the  end  of  one  line  and 


Makiiiff  Sentences  15 


•to 


part  at  the  beginning  of  the  next  line.  The  hyphen  (-)  is 
used  to  mark  the  division,  and  is  placed  only  after  a  syllable. 
Many  of  the  Written  licssons  in  this  book  may  require 
two  or  three  recitations.  The  first  draft  of  the  story  can  be 
made  on  the  first  day,  and  it  can  be  corrected  and  rewritten 
on  the  other  days. 


18.    LANGUAGE   LESSON 

In  the  following  groups  of  words,  which  are  sentences 
and  which  are  not  sentences?  Complete  those  that  are  not 
sentences  so  that  they  make  good  sense. 

1.  Alice  went  to  town  in  the  wagon. 

2.  Under  the  seat  in  the  straw  ' 

3.  Her  kitten  and  her  doll  in  her  arms 

4.  Her  mother  sought  her  everywhere. 

5.  Alice,  where  have  you  been  ? 

6.  In  the  wagon  asleep  all  this  time 

7.  Such  a  sleepy-headed  little  girl 

8.  Why  did  you  get  under  the  seat  ? 

9.  A  very  warm  day 

10.  We  were  dreadfully  frightened. 

11.  Alice,  Alice,  please  answer! 

12.  Come,  get  ready  for  supper. 

Which  of  these  sentences  make  statements?  Which  ask 
questions?  Which  make  requests  or  commands?  Which 
express  strong  emotion?  Which  of  these  sentences  are  de- 
clarative?   interrogative?    imperative?    exclamatory? 

Write  four  sentences,  each  with  the  name  of  some  person 
or  place  in  it. 

Where  is  the  hyphen  used  in  Lesson  13?  Give  the  rule 
for  using  the  hyphen. 


16 


Everyday  English 


19.    ORAL   LESSON 

WHAT    THE   WINDS    BRING 

Which  is  the  Wind  that  brings  the  cokl  ? 

The  North-Wind,  Freddy,  and  all  the  snow ; 
And  the  sheep  will  scamper  into  the  fold 

When  the  North  begins  to  blow. 


Which  is  the  AVind  that  brings  the  heat? 

The  South- Wind,  Katy ;  and  corn  will  grow, 
And  peaches  redden  for  you  to  eat, 

When  the  South  begins  to  blow. 

Which  is  the  Wind  that  brings  the  rain? 

The  East-Wind,  Arty ;  and  farmers  know 
The  cows  come  shivering  up  the  lane, 

When  the  East  begins  to  blow. 


What  the  Winds  Brinp;  17 

Which  is  the  Wind  that  brings  the  flowers? 

The  West-Wind,  Bessy ;  and  soft  and  low 
The  birdies  sing  in  the  summer  hours, 

When  the  West  begins  to  blow. 

—  Edmund  Clarexce  Stedman". 

What  is  the  title  of  the  poem  ?  Is  it  a  good  title  ?  Why  ? 
Tell  what  the  north  wind  brings.  Wlien  does  the  north 
wind  blow  ?  What  do  the  sheep  do?  When  does  the  south 
wind  blow?     What  does  it  bring? 

What  does  the  east  wind  bring?  Do  men  and  animals 
like  it?  Which  wind  brings  the  flowers?  Which  winds  do 
the  birds  and  animals  like  best? 

Commit  the  poem  to  memory.  Notice  what  each  stanza 
describes.     Recite  the  poem  to  the  class. 

A  stanza  is  a  group  of  lines  forming  part  of  a  poem.  This 
poem  has  four  stanzas.  How  are  the  lines  of  each  stanza 
connected?  What  lines  rhyme  in  each  stanza?  How  many 
stanzas  in  the  poem  in  Lesson  7? 

Do  you  know  any  otlier  poems  about  the  winds?  There 
is  one  by  Christina  G.  Rossetti,  that  begins,  "  Who  has  seen 
the  wind?",  another  by  Robert  Louis  Stevenson  beginning: 
"  I  saw  you  toss  the  kites  on  high." 

20.    WRITTEN   LESSON 

Write  the  poem  from  memory.  Let  several  pupils  write 
it  on  the  blackboard.  Have  they  written  the  poem  cor- 
rectly? Does  every  line  begin  with  a  capital?  What 
periods  and  question  marks  are  used?  What  children's 
names  are  in  the  poem?  How  must  they  be  written? 
After  your  poem  is  correctly  written,  take  it  home  as  a 
specimen  of  your  best  work. 


18  Everyday  English 

21.    LANGUAGE   LESSON 

WRITING   NAMES 

Write  your  own  name  in  full ;  the  names  of  your  father 
and  mother. 

The  name  of  Mr.  John  Henry  Newman  might  be  written 
Mr.  John  H.  Newman,  or  Mr.  J.  H.  Newman.  Mr.  is  an 
abbreviation  for  Mister.  The  first  letter  of  a  person's  name 
is  called  an  initial.  The  initial  is  always  a  capital,  and, 
like  other  abbreviations,  is  followed  by  a  period. 

The  abbreviation  Mrs.  now  stands  for  the  word  Mis-ez, 
which  is  never  written  out.  The  old  form  of  the  word  was 
Mistress.  Miss  is  not  followed  by  a  period.  How  are  Mrs. 
and  Miss  used? 

Write  the  names  of  five  people  you  know,  using  Mr.,  Mrs., 
or  Miss,  and  at  least  one  initial  in  each  name. 

Write  the  names  of  the  two  children  mentioned  in  Les- 
son 6.     Write  the  names  of  their  father  and  mother. 

22.    ORAL   LESSON 

What  do  you  see  in  the  picture  on  the  opposite  page? 
What  time  of  year  is  it?  How  can  you  tell?  Is  it  warm 
or  cold?  Where  is  the  scene?  Is  it  in  a  city  park?  Wliat 
are  the  children  doing?  What  have  they  in  their  hands? 
How  much  does  a  balloon  cost?  What  has  the  balloon  man 
for  sale  besides  balloons?  What  has  he  in  his  basket?  How 
many  persons  are  there  in  the  picture?  How  many  children  ? 
Is  the  first  girl  on  roller  skates  going  to  buy  a  balloon  or 
a  pin  wheel?  Have  you  ever  skated  on  roller  skates, 
holding  a  pin  wheel  ?  Have  you  ever  had  a  toy  balloon  ? 
What  happened  to  it?  Why  does  a  balloon  float  in  the  air? 
Have  you  ever  seen  fire  balloons  on  the  Fourth  of  July  ? 


THE   BALLOON    MAN 


Names  and  Abbreviations  19 

Have  you  ever  seen  a  great  balloon  big  enough  to  carry  men 
as  passengers  ?  How  are  the  passengers  carried  ?  What  is 
an  aeroplane?  Pronounce  a-e-ro-plane,  not  a-r-e-o-plane. 
Have  you  seen  one?  What  is  the  difference  between  a 
balloon  and  an  aeroplane?  What  is  an  aviator?  Avis  is 
the  Latin  word  meaning  bird.  An  aviator  is  a  bird-man 
or  a  flier.  Let  one  pupil  tell  everything  he  can  see  in  the 
picture.  Another  may  tell  what  the  children  will  do  with 
their  balloons  and  pin  wheels.  Another  may  tell  all  he  can 
about  balloons,  great  and  small. 

23.    WRITTEN   LESSON 

Describe  what  you  see  in  the  picture.  Tell  (1)  where 
the  scene  is,  (2)  the  time  of  year,  (3)  something  about  the 
balloon  man,  and  (4)  something  about  the  children.  Select 
a  title  for  your  description  and  write  it  on  the  first  line  of 
your  sheet,  as  in  Lesson  14. 

You  should  now  be  able  to  write  much  more  correctly  than 
in  the  earlier  lessons.  Be  sure  to  write  nothing  wrong. 
When  necessary,  ask  the  teacher  for  lielp  in  regard  to  spell- 
ing, capitals,  or  punctuation.  So  far  as  there  is  time,  read 
the  stories  aloud  and  criticise  them  for  the  following  points : 
Is  the  story  well  told?  Is  anything  important  omitted? 
Would  you  change  anything  in  the  story?  Which  stories 
are  told  best? 

24.    LANGUAGE    LESSON 

Write  the  names  of  Robert  Louis  Stevenson,  Edmund 
Clarence  Stedman,  Henry  Wadsworth  Longfellow,  John 
Greenleaf  Whittier,  William  Cullen  Bryant.  Rewrite  their 
names,  using  initials  for  the  first  two  names  of  each. 


20  Everyday  English 

These  abbreviations  are  in  common  use  : 

Mr.,  Mrs.,  Rev.  for  Reverend;  Dr.,  for  Doctor;  St.,  for  Street; 
Ave.,  for  Avenue ;  R.R.,  for  Railroad ;  Jr.,  for  Junior. 

What  abbreviation  is  used  for  the  name  of  your  state  ? 

Write  the  following-  sentences  from  dictation  : 

Mrs.  James  H.  Brown  called  this  afternoon. 

The  Rev.  H.  R.  Colton  will  preach  next  Sunday. 

Tell  Dr.  Foster  that  Miss  Lucy  is  not  feeling  well. 

Return  these  books  to    Mrs.  Greene,  135  Main  St. 

The  Boston  and  Maine  R.R.  has  a  large  station  in  Boston. 

25.    ORAL   LESSON 

THE   PICNIC 

This  picture  looks  as  if  it  had  a  story.  What  is  the 
story?  Ask  your  teacher  to  divide  the  class  into  two  sides. 
The  first  pupil  on  one  side  must  ask  a  fair  and  sensible 
question  about  the  picture,  and  the  first  pupil  on  the  other 
side  must  give  an  answer,  and  so  on,  all  round  the  class. 
If  a  silly  question  is  asked,  it  counts  one  against  the  side 
that  asks  it,  but  a  good  question  counts  one  for  the  side. 
In  the  same  way  a  good  answer  adds  one  to  the  score  of  the 
other  side,  and  a  poor  answer  subtracts  one.  The  teacher 
is  the  umpire.  After  every  one  has  had  a  chance  for  a  ques- 
tion or  answer,  the  score  will  be  counted  and  you  can  see 
which  side  has  won.  But  while  you  are  playing  the  game, 
do  not  forget  the  story.  Have  you  learned  all  that  you  can 
about  it  from  the  picture?  The  side  that  has  the  low  score 
might  have  another  chance.  Can  any  of  them  tell  anything 
more  about  the  picture?  After  they  liave  finished,  several 
pupils  may  tell  the  story  in  turn.  Each  should  tell  it  from 
beginning  to  end  without  hesitating  or  stammering. 


21 


22  Everyday  English 

26.    WRITTEN    LESSON 

Think  over  carefully  a  story  about  tlie  picture  in  Lesson 
25,  Never  mind  if  your  idea  of  the  story  is  different  from 
that  told  in  the  class.  But  be  sure  that  you  know  your 
story,  —  how  it  is  to  begin,  what  is  to  come  in  the  middle, 
and  how  it  is  to  end.  What  is  the  title  of  your  story  ? 
How  and  where  should  it  be  written  ?  Write  the  story  care- 
fully. Several  of  the  stories  are  to  be  read  aloud  in  the  class. 
Which  are  the  most  interesting  ? 

In  some  schools  they  have  a  class  story  book  in  which  the 
best  stories  written  by  pupils  are  kept  to  show  to  visitors. 
Are  any  of  your  stories  about  the  picnic  good  enough  to  be 
filed  in  such  a  book  ? 

27.    LANGUAGE   LESSON 

The  compositions  written  in  Lesson  26  are  to  be  criticised 
aloud  by  the  teacher  for  mistakes  in  spelling,  capitals,  punc- 
tuation, and  sentences.  Every  bad  sentence  that  she  reads 
is  to  be  written  correctly  by  the  class.  Are  these  new  sen- 
tences correct?  If  not,  they  must  be  rewritten  correctly  on 
the  board. 

28.    ORAL    LESSON 

FABLE  OF  THE  FROG  AND  THE  OX 

Scene  :  Two  frogs,  a  big  and  a  little  one,  are  sitting  on  the  bank  of  a  pool. 
An  ox  is  grazing  in  the  meadow  near  by. 

Tlw  Utile  Froy.    0  father,  father.     I've  just  seen  such  a  terrible 

creature. 
Tlie  Big  Frog.    Where,  my  son  ? 
Little  Frog.    Over  there  in  the  meadow. 


The  Frog  and  the  Ox  23 

Big  Frog.       What  did  it  look  like  ? 

Little  Frog.  It  was  red,  it  stood  on  four  legs,  it  had  big  eyes,  and 
two  curved  sticks  standing  out  on  its  head.  And, 
oh!  it  was  so  big. 

Big  Frog.       Tut,  tut !  how  big  ?     As  big  as  I  ? 

Little  Frog.    0,  bigger,  much  bigger. 

Big  Frog.  That  cannot  be.  But  I  can  make  myself  bigger. 
{Puffs  himself  uj).)     "Was  it  as  big  as  this? 

Little  Frog.    0  yes,  much  bigger. 

Big  Frog.  (Puffing  himself  vj)  still  more.)  Pooh  !  I  don't  be- 
lieve it.     Was  he  as  big  as  this  ? 

Little  Frog.    O  yes,  bigger,  bigger ! 

Big  Frog.       {Puffing  himself  still  7nore.)     As  big  as  this  ? 

Little  Frog.    Yes,  yes,  very  much  bigger. 

Big  Frog.  {Puffs  a  little  more,  and  then  flies  into  pieces,  ivith  a 
noise  like  a  pop-gun.) 

Little  Frog.    Oh  !  father  ! 

This  drama  is  to  be  read  aloud,  one  pupil  taking  tlie  part 
of  the  Little  Frog,  another  that  of  the  Big  Frog.  It  may 
be  read  several  times,  and  the  reading  criticised  for  expres- 
sion and  dramatic  interest. 

Let  the  class  dramatize  the  fable,  "  The  Danger  of  Talking 
Too  Much"  (Lesson  13).  The  parts  to  be  taken  by  the 
pupils  are:  (1)  The  Turtle;  (2)  The  First  Wild  Goose; 
(3)  The  Second  Wild  Goose :  (4)  The  People  in  the  Vil- 
lage. This  should  be  repeated,  with  different  children  tak- 
ing the  parts,  until  the  little  play  is  well  acted. 

29.   WRITTEN   LESSON 

The  teacher  will  dictate  a  list  of  words  that  have  been 
misspelled  or  used  incorrectly  by  the  class.  The  pupils  will 
write  sentences  using  and  spelling  these  words  correctly. 


24  E\'eryday  English 

30.    LANGUAGE    LESSON 

ON    THE   USE   OF   A    DICTIONARY 

The  dictionaiy  is  very  necessary  in  learning  to  use  our 
language  correctly.  No  one  knows  all  the  words  in  our 
lansruasfe :  there  are  about  two  hundred  thousand  of  them. 
So  we  are  all  likely  to  hear  or  see  words  we  do  not  under- 
stand. The  dictionary  will  tell  us  what  they  mean.  We 
often  see  words  in  print  that  we  cannot  pronounce.  The 
dictionary  will  tell  us  how  to  say  them.  If  we  are  in  doubt 
about  the  spelling  of  a  word,  again  we  go  to  the  dictionary. 

Exercise  :  Find  out  from  the  dictionary  the  meaning  and 
pronunciation  of  the  following  words.  Ask  your  teacher  to 
explain  to  you,  if  you  do  not  know,  how  to  find  the  words,  and 
about  the  accents  and  the  diacritical  marks.  Make  a  point 
of  spelling  correctly  whenever  you  write.  Don't  allow  your- 
self to  form  any  bad  habits  in  spelling.  Perhaps  your  teacher 
will  choose  the  words  that  you  have  misspelled  for  your  les- 
son in  spelling. 

chimpanzee  fable  zigzag 

hyphen  apostrophe  dialog 

turret  dictionary  masquerade 

Use  each  word  in  a  sentence.    . 

81.    ORAL   LESSON 

THANKSGIVING   DAY 

Over  the  river  and  through  the  wood, 
To  grandfather's  house  we  go ; 

The  horse  knows  the  way 

To  carry  the  sleigh 
Through  the  white  and  drifted  snow. 


Thanksgiving  Day  25 

Over  the  river  and  tliroiigli  the  wood  — 
Oh,  how  the  wind  does  blow ! 

It  stings  the  toes 

And  bites  the  nose, 
As  over  the  ground  we  go. 

Over  the  river  and  through  the  wood. 
To  have  a  first-rate  play. 
Hear  the  bells  ring, 
"  Ting-a-ling-ding  I " 
Hurrah  for  Thanksgiving  Day  I 

Over  the  river  and  through  the  wood 
Trot  fast,  my  dapple  gray  ! 

Spring  over  the  ground, 

Like  a  hunting  hound  ! 
For  this  is  Thanksgiving  Day. 

Over  the  river  and  through  the  wood, 
And  straight  through  the  barnyard  gate. 
We  seem  to  go 
Extremely  slow, — 
It  is  so  hard  to  wait ! 

Over  the  river  and  through  the  wood  — 
Now  grandmother's  cap  I  spy ! 
Hurrah  for  the  fun ! 
Is  the  pudding  done  ? 
Hurrah  for  the  pumpkin  pie ! 

—  Lydia  Makia  Child. 

Who  is  supposed  to  be  speaking  in  the  poem  ?  What  day 
is  it?  Where  are  they  going?  What  will  they  do  there? 
Why  does  the  horse  "  know  the  way  "  ?     What  is  meant  by 


26 


Everyday  English 


"  carry  the  sleigh  "  ?  Do  they  say  this  in  your  part  of  the 
country  ?  What  is  the  weather  like  ?  How  do  you  know  ■ 
AV^hat  bells  are  meant  in  the  third  stanza?  What  is  a 
"dapple  gray"?  Whom  do  the  children  see  first  at  grand- 
father's house  ?     How  will  they  spend  the  day  ? 

Where  was  Thanksgiving  Day  first  observed  ?  How  did 
it  come  to  be  observed  ?  At  what  time  of  year  is  it  now 
lield;  on  which  day  of  which  month?  Who  ai)points  the 
day  every  year  ? 

Read  the  poem  aloud.  Read  it  as  if  you  were  yourself  in 
the  Thanksgiving  party. 

32.    WRITTEN   LESSON 

Tell  how  you  spend  Thanksgiving  Day,  and  what  makes 
it  interesting  for  you  ;  with  whom  you  spend  it ;  where  you 
spend  it ;  what  things  you  do.  Select  a  title  for  your  com- 
position. Write  the  title  on  the  first  line  of  your  sheet. 
The  principal  words  of  a  title  begin  with  capitals.  Write 
carefuU}^,  and  try  to  make  your  account  interesting.  Let 
some  of  the  class  read  the  compositions  aloud.  Whose  is  most 
interesting?     Which  shall  go  into  the  class  story  book? 

Your  teacher  may  prefer  to  make  this  an  oral  lesson. 


(It^'X^ 


"^. 


Plural  of  Nouns  27 

33.    LANGUACJE    l.ESSON 


PLURALS   OF  NOUNS 


bed 

toy 

hour 

day 

soldier 

beds 

toys 

hours 

days 

soldiers 

Which  of  these  words  name  single  things  only  ?  Which 
name  more  than  one  thing  ?  What  letter  do  you  add  to  bed 
so  as  to  make  it  mean  more  than  one  ?  How  do  we  change 
names  that  mean  one  thing  so  that  they  will  mean  more  than 
one? 

A  word  that  names  only  a  single  thing  is  singular. 

A  word  that  names  more  than  one  is  plural. 

These  name-words  are  called  nouns. 

Singular  nouns  are  made  plural  by  adding  s. 

Spell  the  plurals  of  the  following  nouns: 

uniform  drill  ship  house  pillow 

plain  land  horse         tree  giant 

Give  the  plural  forms  of  the  singular  nouns  in  the  foHow 
ing  selection: 

There's  tempest  in  you  horned  moon 

And  lightning  in  yon  cloud. 
But  hark  the  music,  mariners  ! 

The  wind  is  piping  loud  ; 
The  wind  is  piping  loud,  my  boys, 

The  lightning  flashes  free  — 
While  the  hollow  oak  our  palace  is, 

Our  heritage  the  sea. 

Some  plural  nouns  do  not  end  in  s.  What  are  the  plurals 
for  man,  woman,  child,  mouse,  ox,  sheep,  foot,  tooth  ? 


28 


K  very  day  Kii^lisli 
34.    ORAL   LESSON 


TWO   DOGS 

Scene  :  A  Roadside. 
Enter  two  dogs,  Bover  and  Tyke. 

Rover     Good  morning,  Tyke.     Where  are  you  going  ? 
Tylce.      Oh,  anywhere.     I'm  running  about  looking  for  fun. 
Rover.    Come,  let's  sit  down  and  talk  a  bit. 
Tyke.      Very  well.     How  are  you  getting  along  ? 
Rover.    Oh,  well  enough.    But  life  gets  a  little  tiresome,  some- 
times. 
Tyke.      Why,  I  thought  a  rich  man's  dog  never  could  be  un- 
happy. 
Rover.     You'd  think  differently  if  you  were  in  my  place.    This 
fine  collar  on   my  neck  is  a  great  bother.     It's  too 
heavy,  and  it  often  chafes.    When  I  dig  a  hole  for  mice 
or  moles,  the  collar  is  in  the  way.     When  I  go  for  a 
walk  with  Master  in  the  park,  he  fastens  a  chain  to 
it  and  leads  me.     It  is  very 
tiresome  to  have  to  trot  along 
in    the    walks    by    his    side, 
wlien    the   air  is  full  of  in- 
teresting smells  that  1  want 
to  find  out  about. 
Tyke.     But  when  I  go  into  the 
park  the  boys  throw  stones  at 
me  because  there's  no  one  to 
take  care  of  me.     My  master 
is  away  at  work  all  day ;  if  he 
could  go  with   me  the    boys 
would  not  dare  molest  me. 


Two  Doo's  29 


to 


Rover.  I  think  I  shouldn't  mind  the  boys  and  the  stones,  if 
only  I  could  run  free.  I'd  show  my  teeth  and  growl, 
and  that  would  settle  the  boys. 

Tyke.  Yes,  and  you'd  have  the  policemen  after  you,  or,  worse 
still,  the  dog-catcher.  Did  you  ever  hear  what  the 
dog-catcher  does  with 
stray  dogs  that  lose 
their  tempers  ? 

Rover.    No,  what  is  it  ? 

Tyke.  Well,  they  tell  me  that 
he  takes  you  to  a  place 
where  they  shut  you 
into  a  cage  with  other 
dogs  that  nobody  owns.  Then  they  put  you  into  a 
close  room  and  turn  on  an  evil  smelling  stuff,  and 
you  get  sleepy  and  sick,  and  then  you  don't  know 
anything  more,  —  and  then  they  bury  you. 

Rover.    That  is  awful. 

Tyke.  And  then  we  poor  dogs  are  often  hungry  and  cold. 
Sometimes  we  have  to  find  our  food  in  ash-barrels  and 
gutters.  In  cold  weather  we  have  no  warm  nest,  like 
yours,  to  sleep  in.  We  shiver  until,  —  but  what's  that 
smell  ? 

Rover.    A  mole,  I  do  believe !     Come,  come.  \E.xeunt. 

This  dialoof  is  to  be  read  aloud  several  times  with  dif- 
ferent  children  taking  the  parts  of  Rover  and  Tyke. 

Extend  the  dialog  by  adding  another  conversation  be- 
tween the  dogs  as  they  sit  down  to  rest  again.  Did  they 
catch  the  mole?  Imagine  that  they  talk  about  their  masters 
and  their  homes.  The  class  may  decide  what  is  to  go  into 
the  dialog.     The  dialog  should  be  repeated  several  times. 

Perhaps  the  teacher  will  read  to  you  Burns's  "Twa  Dogs." 


80  Everyday  English 

35.    WRITTEN   LESSON 

Write  a  part  of  the  dialog  between  Rover  and  Tyke  that 
you  made  in  Lesson  34.  Follow  the  models  in  Lessons  28 
and  34. 

36.    LANGUAGE    LESSON 

PARAGRAPHS 

A  group  of  sentences  about  a  single  subject  or  topic  makes 
a  paragraph.  If  you  made  a  number  of  sentences  describ- 
ing the  picture  in  Lesson  1,  these  sentences  would  form  a 
paragraph.  In  order  to  make  a  good  paragraph,  the  sen- 
tences must  be  arranged  carefully  so  that  the  listener  or 
reader  can  follow  from  one  to  the  other.  Often  the  first 
sentence  tells  what  the  paragraph  is  to  be  about.  At  the 
close  of  Lesson  10,  some  children  were  asked  to  tell  the  whole 
story  of  the  picture.  This  story  might  make  a  single  oral 
paragraph.  When  it  was  written  in  Lesson  11,  it  would 
make  a  single  written  paragraph.  If  a  story  is  a  long  one, 
several  paragraphs  may  be  needed ;  but  if  the  sentences  are 
about  a  single  subject,  they  may  be  put  in  one  paragraph. 

Make  oral  paragraphs  on  the  following  topics,  remember- 
ing (1)  that  all  the  sentences  must  be  about  one  topic,  and 
(2)  that  they  must  be  carefully  arranged  in  order.  Each 
topic  is  to  be  tried  by  several  children,  and  the  paragraphs 
criticised  by  the  teacher. 

1.  The  Picture,  Little  Teacher,  Lesson  1. 

2.  The  Picture,  Children  Masquerading,  Lesson  10. 

3.  The  Poem,  What  the  Winds  Bring,  Lesson  19. 

4.  The  Picnic  Party,  Lesson  25. 

5.  How  to  Use  a  Dictionary,  Lesson  30. 

How  is  a  paragraph  indicated  in  printing,  or  in  writing? 


The  Larks  and  the  Farmer  31 

37.    ORAL   LESSON 

THE  LARKS  AND  THE  FARMER 

Down  in  Mr.  Brown's  meadow,  near  the  brook,  the  lark  had 
found  a  quiet  place  for  her  nest.  Out  of  the  speckled  eggs  had 
come  four  downy  little  larks.  The  mother  was  kept  busy  all 
day  finding  worms  and  insects  enough  to  satisfy  their  appetites. 

One  day,  on  her  return  to  the  nest,  the  little  ones  said,  "  0, 
Mother,  we  must  move  away  at  once.  Mv.  Brown  is  going  to  cut 
the  grass  in  the  meadow  to-morrow." 

"  How  do  you  know  ?  ■ '  said  the  mother-lark. 

"We  heard  him  ask  his  son  to  go  to  his  neighbor,  Mr.  White, 
and  have  him  come  to  help  cut  the  grass  to-morrow." 

"In  that  case,"  said  the  mother,  "we  need  not  move.  There 
is  time  enough  yet." 

•  The  next  day  when  she  returned  to  the  nest,  the  little  larks 
cried  out  eagerly : 

"  Mother,  Mother,  we  must  move." 

"  Why  ?  "  said  she. 

"  Because  we  heard  Mr.  Brown  send  his  son  over  to  his  brother, 
to  ask  him  to  help  cut  the  hay." 

"  Then,"  said  the  old  lai-k,  "  we  need  not  hurry." 

On  the  third  day  the  little  larks  said  to  their  mother: 

"Don't  you  think  we  had  better  move  away  ?" 

"  What  have  you  heard  ?  "  said  she. 

"  We  heard  Mr.  Brown  say  to  his  son  that  since  his  neighbors 
and  his  relatives  would  not  help  cut  the  hay,  he  and  his  son  must 
begin  at  once  and  cut  it  themselves." 

"  Then,"  said  the  wise  old  lark,  "  it  is  high  time  to  move." 

Where  was  the  lark's  nest  ?  On  whose  land  ?  Why  did 
the  young  larks  want  to  move  ?  Whom  did  Mr.  Brown  ask 
to  help   him  ?     Why  did    the  old  lark   say  they  need   not 


32  Everyday  English 

move?  When  did  the  old  lark  decide  to  move?  Why? 
What  does  this  fable  mean  ?  Can  you  invent  another  title 
for  it? 

Let  several  pupils  tell  the  story  aloud,  and  have  the  class 
decide  whether  anything  important  has  been  left  out,  and 
who  has  told  the  story  best.      Who  used  the  fewest  andsP 


38.    WRITTEN   LESSON 

Think  the  story  through  carefully.  Then  write  it  in  your 
own  words.  So  far  as  there  is  time,  the  stories  will  be  read 
aloud  and  criticised  for  the  following  points :  Is  the  story 
well  told?  Is  anything  important  omitted?  Are  things 
told  in  the  right  order?  Would  you  change  anything  in 
the  story?     Which  stories  are  told  best? 


39.    LANGUAGE    LESSON 

A  paragraph  is  a  division  that  gives  one  part  of  the  story, 
or  one  of  the  speeches  made  by  the  characters. 

The  first  word  of  a  paragraph  begins  a  little  to  the  right 
of  the  margin.  In  writing  begin  the  first  word  of  a  para- 
graph about  one  inch  to  the  right  of  the  margin.  This  is 
called  Indention. 

How  many  paragraphs  are  there  in  the  story  in  Lesson 
13  ?     What  is  each  paragraph  about  ? 

Look  up  the  stories  in  Lessons  16  and  87  and  tell  what 
the  paragraphs  in  them  are  about. 

Select  all  the  plurals  that  occur  in  the  story  in  Lesson  37. 
What  is  the  singular  of  each?  Give  the  plural  for  every 
singular  noun  in  the  story. 


«??>!^. 


A     NH'KKL     TO     SI'K.NI) 


A  Picture  with  a  Story  33 

40.    ORAL   LESSON 

A  NICKEL   TO   SPEND 

Study  carefully  the  picture  on  the  opposite  page,  "  A 
Nickel  to  Spend."  What  does  it  represent  ?  What  kind  of 
store  is  shown?  What  is  in  the  window?  How  many 
different  things  can  you  count?  What  are  the  children 
doing?  How  old  are  they?  Which  is  the  older  of  the 
two  ?     How  are  they  dressed  ?     Where  is  the  nickel  ? 

Let  us  try  to  make  a  story  about  these  children.  What 
are  their  names  ?  Are  they  related  ?  Brother  and  sister  ? 
Who  has  the  nickel  ?  Do  they  often  have  money  to  spend  ? 
Is  a  nickel  a  good  deal  of  money  for  them  ?  Where  do  they 
live  ?  Have  they  many  toys  ?  What  toys  would  they  like  ? 
How  did  they  get  the  nickel  ?  Did  some  one  give  it  to  the 
boy  ?  Or  did  he  find  it  ?  Do  you  suppose  there  are  any 
toys  in  the  shop  that  cost  only  a  nickel?  What  can  the 
boy  buy  ?  What  is  the  little  girl  looking  at  ?  What  does 
she  want  to  buy  ?  Can  she  buy  it  with  a  nickel  ?  Will  the 
nickel  buy  something  for  both  of  them  ?  If  the  boy  buys 
what  he  wants  for  himself,  how  will  his  sister  feel  ?  If  he 
buys  what  she  wants,  how  will  he  feel  ?  If  you  were  the 
boy,  what  would  you  buy  ? 

After  the  picture  and  the  story  have  been  talked  over  in 
the  class,  let  each  pupil  think  the  whole  -story  over  for 
himself  and  decide  just  how  he  would  tell  it.  In  telling 
the  story,  be  careful  about  the  beginning,  and  make  plain 
who  the  children  are,  how  they  got  the  nickel,  and  what 
each  wishes  to  bu3%  Four  or  five  pupils  may  now  tell  the 
story,  each  in  his  own  way. 


34  Everyday  English 

41.    WRITTEN    LESSON 

Write  the  story  which  you  made  about  "A  Nickel  to 
Spend."  Some  of  the  stories  are  to  be  read  in  the  class. 
Listen  to  them  carefully  and  decide  which  has  the  best  be- 
ginning. Which  is  the  most  real  ?  Which  has  the  best 
ending  ?     This  work  may  occupy  two  recitations. 

42.    LANGUAGE    LESSON 

IS  AND   ARE 

1.  Study  the  following  sentences,  and  then  tell  why  are 
is  used  and  why  is  is  used. 

The  children  are  small.  The  boy  is  larger  than  the  girl. 

The  toys  are  pretty.  Is  summer  here  ? 

There  are  live  pennies.  There  is  only  one  cent. 

Is  is  used  with  singular  words.     Are  is  used  with  plurals. 

2.  Of  these  words,  which  stand  for  one  only  ?  Which  for 
more  than  one  ?     Which  are  singular  and  which  plural  ? 

nickel  we  he         it  somebody         nothing 

children      they       she       buslies    doors  nobody 

3.  Fill  the  blanks  with  is  or  are  : 

1.  The  rose  —  red.  -  6.  — •  they  ready  ? 

2.  Her  cheeks  —  red.  7.  —  we  going  ? 

3.  There  —  a  rose  for  you.  8.  —  there  nobody  else  ? 

4.  There  —  no  roses.  9.  There  —  nothing  more. 

5.  —  he  ready  ?  10.  —  the  door  shut  ? 

11.  'Mrs.  Dickson  —  not  at  home. 

12.  Mr.  and  Mrs.  Dickson  —  not  at  home. 

13.  George  —  May's  brother. 

14.  George  and  May  —  playing  hide  and  seek. 


George  Washington 


35 


43.    ORAL   LESSON 

George  Washington  is  called  the  father  of  his  country.  When 
he  was  a  young  man,  there  was  no  nation  of  the  United  States. 
The  people  in  this  country  were 
under  the  government  of  Eng- 
land. After  a  time  they  refused 
to  obey  the  King  of  England  and 
determined  to  make  anew  nation 
and  have  their  own  government. 
The  King  of  England  sent  ships 
and  soldiers  in  order  to  force  the 
Americans  to  obey  him.  The 
Americans  gathered  an  army  to 
fight  for  their  independence,  and 
chose  George  Washington  as  gen- 
eral. .  The  war  was  a  long  one, 
and  many  times  the  Americans  were  discouraged  and  in  great 
trouble.  If  it  had  not  been  for  the  courage  and  ability  of  Wasli- 
ington,  it  is  doubtful  if  there  ever  would  have  been  an  American 
nation.  Finally  the  King  of  England  gave  up  the  fight,  the 
British  army  sailed  away,  and  the  American  people  were  free  and 
independent. 

The  army  was  disbanded.  Washington  said  farewell  to  his 
soldiers  and  officers,  and  return'ed  to  his  home,  Mount  Vernon,  in 
Virginia.  Within  a  few  years  the  country  needed  him  again. 
He  was  elected  the  first  president  of  the  new  nation,  the  United 
States  of  America.  Courage  and  ability  were  required  to  govern 
wisely  in  peace  as  well  as  in  war.  Both  as  general  and  president, 
Washington  was  unselfish,  seeking  not  his  own  pleasure  or  gain, 
but  seeking  the  good  of  the  nation.  It  was  said  of  him  that  he 
was  "  first  in  peace,  first  in  war,  and  first  in  the  hearts  of  his 
countrymen." 


36 


Everyday  Eno-lish 


What  else  can  you  tell  about  Washington  ?  Can  you  tell 
of  anything  that  happened  to  him  when  a  boy?  When  he 
was  a  young  man  ?  Do  you  know  anything  about  the  Rev- 
olutionary War  in  which  he  fought?  Can  you  tell  about 
tlie  surrender  of  Yorktown?  On  this  page  is  a  picture  of 
Washington  crossing  the  Delaware.     Describe  it.     Do  you 


WASHINGTON    CROSSING    THE    DELAWARE. 


know  the  names  of  any  of  the  men  who  fought  with  him? 
How  long  ago  did  he  live?  Who  is  president  now?  Can 
you  name  any  other  presidents  ?  Have  you  read  any  book 
about  Washington  ?  Give  its  title  and  author.  Two  of  the 
beso  books  on  AVashington  for  young  people  are  Horace 
Scudder's  Life  of  Washington  (Houghton  Mifflin  Co.),  and 
Norman  ITaj)good's  George  Wmldngton  (The  Macmillan  Co.). 
Explain  the  meaning  of  :  Nation,  Government,  Independ- 
ence, President. 


Capitals  and  Punctuation  37 

44.    WRITTEN    LESSON 

Write  five  sentences.  In  tlie  first,  tell  wliere  Washington 
lived.  In  the  second,  tell  something  about  him  as  general. 
In  the  third,  name  some  battle  in  which  he  fought.  In  the 
fourth,  tell  something  about  him  as  president.  In  the  fifth, 
tell  why  he  is  called  the  father  of  his  country. 

Exchange  papers,  and  correct  for  mistakes  in  spelling, 
capitals,  and  periods,  marking  each  mistake  with  a  small 
cross  X.  Return  the  papers.  Are  the  corrections  right? 
When   there  is  a  mistake,  rewrite   the  sentence  correctly. 

45.    LANGUAGE   LESSON 

CAPITALS    AND   PUNCTUATION 

Names  of  states,  towns,  and  streets  begin  with  capitals. 

Dr.  James  W.  Reynolds  lives  on  West  St.,  in  the  city  of  Port- 
land, Oregon. 

Write  sentences  in  answer  to  these  questions : 

1.  Where  do  you  live  ?  2.  On  what  street  is  the  schoolhouse  ? 
3.  Where  does  your  cousin  live  ?  4.  What  city  is  the  capital  of 
your  state  ?     5.    Who  is  the  governor  of  your  state  ? 

Write  the  names  (1)  of  five  states ;  (2)  of  live  large 
cities  ;   (3)  of  five  streets  or  avenues. 

The  preceding  exercises  are  to  be  corrected  by  the  class. 

Note  the  punctuation  in  these  sentences.  How  is  the 
comma  used? 

1.  George,  will  you  lend  me  your  pencil  ? 

2.  Yes,  May,  and  I  will  sharpen  it  for  you. 

3.  Thank  you,  George. 

The  name  of  the  person  spoken  to  is  marked  off  from  the  rest 
of  the  sentence  by  commas. 


38  Everyday  English    . 

4(3.    ORAL   LESSON 

THE  LAND    OF   COUNTERPANE 

When  I  was  sick  and  lay  a-bed,, 
I  had  two  pillows  at  my  head, 
And  all  my  toys  beside  me  lay 
To  keep  me  happy  all  the  day. 

And  sometimes  for  an  honr  or  so 
I  watched  my  leaden  soldiers  go, 
With  different  uniforms  and  drills, 
Among  the  bedclothes,  through  the  hills. 

And  sometimes  sent  my  ships  in  fleets 
All  up  and  do^vTi  among  the  sheets ; 
Or  brought  my  trees  and  houses  out, 
And  planted  cities  all  about. 

I  was  the  giant  great  and  still 
That  sits  upon  the  pillow-hill. 
And  sees  before  him,  dale  and  plain, 
The  pleasant  land  of  counterpane. 

—  Robert  Louis  Stevexsox. 

Read  the  poem  carefully.  What  is  the  first  stanza  about? 
1'he  second  tells  of  the  toy  soldiers  among  the  clothes. 
What  other  toys  are  mentioned  in  the  third  stanza?  In  the 
fourth  stanza  the  little  boy  playing  with  his  toys  suddenly 
becomes  a  giant  looking  over  a  great  land.  Why  does  he 
think  of  himself  as  a  giant?  What  are  the  meanings  of 
these  words:  uniforms,  drills,  fleets,  dale,  counterpane?  Is 
the  title  of  the  poem  good  ?     Commit  the  poem  to  memory. 

This  poem,  like  the  one  in  Lesson  7,  is  from  a  book  of 
poems  called  A  Child's   Garden  of  Verses,  by  Robert  Louis 


Abbreviations  39 

Stevenson.  These  poems  tell  of  many  of  his  games,  thoughts, 
and  dreams  when  he  was  a  boy.  He  was  a  famous  writer  of 
many  books.  Even  after  he  was  famous,  he  was  still  almost 
as  fond  of  play  as  a  boy,  and  there  were  no  games  he  liked 
better  than  those  played  with  toy  soldiers.  He  and  his 
young  stepson  had  a  great  army  of  lead  soldiers  with  which 
they  made  all  sorts  of  drills,  battles,  and  wars.  Sometimes 
one  of  these  war  games  would  last  all  day. 

Recite  this  poem,  and  the  poems  in  Lessons  7  and  19. 
In  speaking  verses,  remember  to  stand  straight,  hold  your 
head  up,  speak  distinctly,  and  pause  between  the  stanzas. 
Which  of  the  three  poems  do  you  like  best  ?     Why  ? 

47.    WRITTEN   LESSON 

Write  the  poem,  "The  Land  of  Counterpane,"  without 
looking  at  your  book.  When  the  poems  are  written,  you 
may  exchange  papers.  Compare  the  written  copy  with  the 
printed.  Draw  a  line  through  each  mistake  in  spelling  or 
capitals,  and  write  the  correct  word  or  letter  above. 

48.    LANGUAGE   LESSON 

Name  the  months  of  the  year  and  the  days  of  the  week  in 
their  order.  The  names  of  the  months  and  of  the  days  are 
always  written  with  capitals.  Learn  to  write  these  abbrevia- 
tions :  Jan.,  Feb.,  Mar.,  Apr.,  Aug.,  Sept.,  Oct.,  Nov.,  Dec. 

Thirty  days  hath  September, 
April,  June,  and  November. 
All  the  rest  have  tliirty-one, 
Except  the  second  month  alone ; 
To  which  we  twenty-eight  assign, 
Till  leap-year  makes  it  twenty-nine. 


40 


Everyday  English 


Write  on  the  blackboard  tlie  name  and  street  address  of 
the  following  :  a  minister,  a  physician,  a  teacher. 

Write  the  name  and  addi-esses  of  the  President  of  the 
United  States  ;   of  the  Governor  of  your  state. 

You  have  learned  in  Lesson  17  that  the  hyphen  is  used  be- 
tween syllables  when  a  word  is  divided  at  the  end  of  a  line. 
It  is  also  used  between  the  parts  of  many  compound  words, 
as  old-fashioned,  tliirty-one,  leap-year. 


49.    ORAL   LESSON 

A   TRUE   STORY 

Jocko  was  a  bright  little  monkey  and  a  great  pet.  He  had 
been  given  to  George  and  May  by  their  uncle,  and  the  children 
soon  became  very  fond  of  him.  He  was  so  active  and  so  like  a 
child  in  his  ways  that  they  never  tired  of  watching  him.  How 
he  would  grin  and  chatter !  No  one  could  help  laughing  to  see 
him.  But  Jocko  was  very  mischievous.  He  would  not  stay  at 
home,  but  would  climb  the  fences  and  run  away  into  tlie  neigh- 
bors' gardens.  He  liked  especially  to  get  into  the  henyard  and 
pull  the  feathers  out  of  the  hens.  He  made  so  much  trouble  that 
finally  George's  father  bought  an  iron  ball  and  chain  and  fastened 
it  to  Jocko's  le" 


>^ 


A  True  Htoiy  41 

Now  Jocko  could  climb  no  more  fences.  He  could  run  about 
the  yard,  dragging  the  ball  after  him  ;  but  when  he  tried  to  climb, 
the  iron  ball  pulled  him  back.  How  he  hated  that  ball !  He 
would  scold  and  chatter  at  it  for  many  minutes  at  a  time.  But 
scolding  did  no  good,  and  the  neighbors'  hens  were  left  in  peace. 

In  the  back  yard  was  an  old  well,  which  was  no  longer  used. 
Sometimes  the  children  would  pull  the  wooden  cover  back  and 
drop  stones  into  the  well  so  as  to  hear  them  splash  in  the  Avater. 
This  interested  Jocko  very  much.  He  would  watch  the  children 
and  listen  to  the  splash.  He  seemed  to  want  to  play  the  game 
himself. 

One  day  the  well  was  left  uncovered.  There  was  no  one  in  the 
yard  but  Jocko.  He  ran  to  the  well  and  peered  over  the  edge. 
Then  he  looked  at  the  iron  ball  that  had  caused  him  so  much 
trouble.  An  idea  seemed  to  come  to  him,  and  he  talked  to  him- 
self in  a  most  excited  fashion.  Then  he  seized  the  iron  ball  in 
his  front  paws,  and  rolled  it  to  the  edge  of  the  well,  and  gave  it 
another  push. 

There  was  a  great  splash,  and  that  Avas  the  end  of  poor  Jocko. 

Read  the  story  to  yourself.  Who  was  Jocko  ?  To  whom 
did  he  belong?  What  could  he  do?  What  were  his  faults? 
Why  did  he  have  to  wear  an  iron  ball  and  chain  ?  What 
play  of  the  children  was  Jocko  especially  interested  in?  Did 
you  ever  drop  stones  in  the  water  to  hear  them  splash? 
What  idea  came  into  Jocko's  head?  Was  it  a  good  idea? 
Why  did  he  drop  the  ball  into  the  well?  What  was  the 
result  ?  Did  Jocko  know  too  much  for  his  own  good  ?  Or 
didn't  he  know  enough  ?  Which  is  the  better,  to  know  some- 
thing thoroughly  or  to  know  it  only  by  halves?  Do  you 
remember  the  fable  of  the  tortoise  who  talked  too  much  in 
Lesson  13,  and  the  fable  of  the  larks  in  Lesson  37?  ('ould 
you  make  a  fable  out  of  this  true  story  of  Jocko?     What 


42  Everyday  English 

would  be  the  lesson  or  moral  of  the  fable  ?     There  is  a  line 
of  poetry  by  Alexander  Pope  which  runs : 

A  little  knowledge  is  a  dangerous  thing. 

Would  this  do  for  a  moral?     Or  would  you  prefer  to  say, 
"Don't  half  learn  your  lessons." 

Notice  that  the  story  has  five  paragraphs.  What  is  each 
about  ?     Tell  the  story  in  your  own  words. 

50.    WRITTEN    LESSON 

Write  in  your  own  words  the  story  of  Jocko.  Divide 
your  story  into  several  paragraphs.  Remember  that  the  first 
word  of  each  paragraph  is  to  be  indented.  Some  of  these 
stories  are  to  be  read  aloud.  Which  is  told  the  best  ?  Is  it 
good  enough  to  go  into  the  class  story  book  ? 

51.    LANGUAGE    LESSON 

Write  the  abbreviations  of  the  names  of  the  months. 
Which  three  are  never  abbreviated? 

Write  from  dictation: 

1.  Columbus  discovered  America  on  Friday,  Oct.  12,  1492. 

2.  The  battle  of  Bunker  Hill  was  fought  June  17,  1775. 

3.  The  Declaration  of  Independence  was  signed  July  4,  1776. 

4.  Washington  was  made  first  president  of  the  United  States 
Apr.  30,  1789. 

Note  that  in  writing  dates,  a  comma  follows  the  day  of  the 
month ;  and  that  a  period  is  used  after  the  abbreviation  of 
the  name  of  the  montli,  as  after  other  abbreviations. 

Copy  these  sentences;  lill  the  blanks  with  tlie  proper  dates: 

1.    To-day  is 2.    I  was  born  on 3.       The  Pilgrims 

landed  at  Plymouth 4.   Jamestown  was  settled 


Picture  Lesson 


43 


Reprndured  frnm  Kale  Orernnwaifs  "  Undi-r  the  Window^ 
By  permission  of  the  pubHshers,  Frederick  Warne  <t  Company, 


52.    ORAL   LESSON 

Kate  Greenaway,  who  drew  this  picture  and  wrote  these 
verses,  was  an  English  artist.  She  was  born  in  1846,  and 
died  in  1901.  She  painted  many  beautiful  pictures,  but  she 
loved  best  to  draw  children.  Her  pictures  of  children  are 
famous ;  no  one  has  better  expressed  in  pictures  the  love  of 
children  and  the  beauty  and  charm  of  childhood. 

Observe  this  picture  carefully.  What  are  the  children 
doing?  Where  are  they?  What  objects  do  you  see  in  the 
picture?  How  many  boats?  What  time  of  day  is  it?  Do 
you  know  any  other  pictures  by  Kate  Greenaway? 

There  are  now  many  attractive  pictures  and  verses  made 
for  children.  How  do  you  like  the  pictures  in  this  book? 
Among  the  best  collections  of  verse  for  children  are  Steven- 
son's Child's  aarden  of  Verses,  FiekUs  With  Trumpet  and 
Drum,  and  Sherman's  Little  Folks'  Lyrics. 


44  Everyday  Eno-lish 


53.    WRITTEN    LESSON 

Complete   the   following  seutences   by  saying   something 
that  makes  sense. 

1.  My  town 

2.  Good  boys  and  girls 

3.  George  Washington  never 

4.  Kate  Greenaway - 

5.  The  early  bird 

6.  When  the  cat's  away,  the  mice 

7.  Jocko  pulled 

8.  Thanksgiving  Day 

9.  The  balloon  man 


10.    The  public  library [ 

Insert  words  in  the  following  to  make  complete  sense.  ''\ 

1.  make  boots  and  shoes.  '' 

2.  patrol  the  streets  at  night. 

3.  flows  through  the  city. 

4.  is  a  busy  street.  f| 

5.  is  the  largest  store  in  town.  I 

6.  was  founded  more  than  a  hundred  years  ago.  |j 

7.  sat  in  a  corner.  1 

9.  is  used  for  fuel.  I 

54.    LANGUAGE   LESSON 

WAS  AND  WERE.     HAS  AND  HAVE 

We  have  seen  that  is  is  used  only  with  singular  nouns,  and 
are  is  used  only  with  plural  nouns.      (See  Lesson  42.) 

Was  is  used  only  witli  singular  nouns ;  were  is  used  only         jj 
with  plural  nouns.  I 


,     Was  and  Were.     Has  and  Have         45 

Insert  the  proper  word  (was  or  xvere)  in  the  following  sen- 
tences : 

1.  The  apples good.        4.   we  to  blame  ? 

2.  John .  late.  5.    The  winter cold. 

3.  I ready.  6.    John  and  I there. 

7.    there  many  mistakes  in  my  paper  ? 

8.  There a  great  noise  in  the  street. 

9. Jocko  to  blame  ? 

10.    Roger  and  Tyke  after  the  mole  ? 

11.   the  big  frog  as  big  as  the  ox  ? 

12.    the  pudding  and  pie  good  ? 

Were  is  always  used  with  you,  whether  you  means  one  or 
more  than  one  person.     Was  should  never  be  used  with  you. 

You  were  alone.     You  were  the  best  player.     Were  you  the 
last  in  the  room  ?     AVere  you  not  at  home  ? 

Always  say,  you  were. 

Has   is   used  with  singular  nouns,  and  have  witli  plural 

nouns. 

1.  He.  time  enough. 

2.  They no  mercy. 

3.  The  Governor a  difficult  position. 

4.  Many  rivers a  slow  current. 

5.  The  mountain snow  on  its  top, 

6.  The  cat a  soft  step. 

7.    the  children  learned  their  lessons  ? 

8.  Where the  dog  taken  the  bone  ? 

Have  is  always  used  with  I  and  you. 

I  have  no  time.     You  have  the  prize.     Have  I  forgotten  any- 
thing ?     Have  you  put  your  hat  away  ? 
Always  say,  I  have,  you  have. 
Make  sentences  using  I  have.,  you  have,  you  were. 


46 


The  Fire  Engine  47 

55.    ORAL   LESSON 

THE   FIRE   ENGINE 

The  picture  shows  a  scene  very  common  in  the  city.  The 
Avhistle  blows  sharply,  and  every  one  knows  the  signal  for  a  tire. 
In  a  moment  there  is  the  sound,  of  the  engine  in  the  distance. 
The  chief  of  the  fire  department  dashes  by  in  his  buggy  or  auto- 
mobile. The  street  is  quickly  cleared.  Carriages  and  wagons 
draw  up  along  the  curb  or  turn  into  the  side  streets.  The  bells 
of  the  fire  engine  grow  louder  and  nearer.  People  rush  out  from 
the  shop,  and  passers-by  stop.  Every  one  is  looking  for  the 
engine.  There  it  comes]  The  three  great  horses  are  at  full  gal- 
lop. The  driver  is  shouting  at  them  and  flourishing  his  whip. 
The  fire  is  burning  in  the  engine,  the  sparks  are  flying,  and  the 
smoke  is  beginning  to  pour  forth.  What  a  splendid  picture  it 
makes !  In  a  moment  the  engine  has  passed,  and  in  a  moment 
more  it  will  be  at  the  fire. 

It  is  not  a  great  many  years  since  all  fire  engines  were  worked 
by  hand.  Men  dragged  them  to  the  fire  and  pumped  them  by 
hand.  Now  the  horses  do  the  pulling  and  the  steam  engine  does 
the  pumping.  Already  automobiles  are  being  used,  and  soon 
there  will  be  no  more  fire  horses.  AVe  shall  miss  the  sight  of 
the  galloping  animals  struggling  with  all  their  might  to  aid  in 
saving  life  and  property.  Perhaps,  when  you  are  grown  up,  your 
children  will  never  have  seen  any  fire  horses,  and  will  ask  you 
for  the  story  of  these  old  heroes. 

Does  the  picture  suggest  a  story  to  you?  Where  is  the 
fire  ?  What  will  the  firemen  do  when  they  get  to  the  fire  ? 
What  is  the  hose  for?  What  are  the  ladders  for?  Is  any 
one  in  danger?  Imagine  the  burning  house.  What  are  the 
firemen  doing  with  the  ladders?  Imagine  the  story  of  the 
fire  as  seen  by  Dick,  the  old  white  fire  horse. 


48  Everyday  English 

56.    WRITTEN   LESSON 

Write  a  short  story  of  a  fire,  suggested  by  the  picture  in 
Lesson  55  and  the  talk  in  the  class.  Think  over  carefully 
your  story,  and  before  writing  decide  how  you  are  to  begin 
and  how  you  are  to  end  it. 

57.    LANGUAGE   LESSON 

The  stories  written  in  Lesson  56  are  to  be  read  in  the 
class  and  criticised  for  (1)  capitals,  (2)  punctuation,  (3) 
spelling,  (4)  plurals,  and  (5)  sentences. 

Bad  sentences  are  to  be  read  aloud,  and  the  corrected  sen- 
tences written  on  the  board. 

All  the  words  misspelled  are  to  be  written  correctly  on  the 
board,  and  will  form  a  spelling  lesson  for  the  class. 

58.    ORAL   LESSON 

THE   CIRCUS 

How  many  things  there  are  in  tliis  picture !  It  is  like  a 
real  circus ;  there  are  so  many  things  to  see,  you  hardly 
know  which  to  look  at  first.  There  is  no  doubt  what  the 
children  in  the  picture  are  looking  at.  Even  the  littlest 
boy  will  have  something  to  tell  his  mother  about  that  merry 
clown.  In  another  moment  the  clown  will  be  off  somewhere 
else.  Wliat  will  the  children  look  at  next?  At  the  big 
elephant?  Doesn't  he  look  intelligent?  Do  you  think  he 
is  enjoying  the  show  ?  How  many  elephants  can  you  see  ? 
Where  do  elephants  come  from  ?  Look  at  the  girl  standing 
on  the  prancing  horse  !  Round  the  ring  she  goes.  Now 
she  is  opposite  the  children.     Will  she  throw  them  a  kiss? 


THE    CIKCUS 


Plurals  of  Nouns  49 

Crack,  crack,  goes  the  ringmaster's  whip.  Where  is  the 
ringmaster?  How  is  he  dressed?  What  does  he  do?  Do 
you  see  tlie  clown  on  the  edge  of  the  ring?  Wliat  is  he 
holding  in  his  hands?  What  will  he  do  with  it?  How 
many  horses  are  there  in  the  picture?  Can  you  see  any 
other  animals  besides  the  elephant  and  the  horses?  What 
other  performers  are  there  besides  those  mentioned?  How 
many  clowns  are  there  in  the  picture?  Do  you  think  it  is 
much  fun  to  be  a  clown?  Which  would  you  rather  be,  a 
clown,  a  ringmaster,  a  bareback  rider,  a  trapeze  performer, 
or  one  of  the  children  who  is  going  to  a  circus  for  the  first 
time?  After  you  have  studied  this  picture  carefully,  imagine 
that  you  are  one  of  the  children,  and  see  how  much  you 
could  tell  3^our  mother  when  you  came  home  from  the  circus. 
Perhaps  there  will  be  time  to  tell  several  of  these  stories. 

Tohy  Tyler,  by  James  Otis,  is  a  story  about  a  boy  who  lives 
with  a  circus.      It  is  a  capital  book  for  boys  and  girls. 

59.    WRITTEN   LESSON 

Describe  the  scene  in  the  picture  as  fully  as  you  can. 
Read  some  of  the  accounts.     Which  are  most  interesting? 

60.    LANGUAGE   LESSON 

PLURALS    OF   NOUNS 

We  have  seen  that  most  nouns  form  their  plural  by  adding 
8  to  the  singular.  When  the  singular  ends  in  -s,  -x,  -ch, 
(except  when  pronounced  like  ^),  or  -s7i,  it  is  necessary  to 
add  -es  to  form  the  plural,  if  the  plural  is  to  be  pronounced 
differently   from    the    singular.       Note   the    following   list. 

box  boxes  lass  lasses 

moss  mosses  coach  coaches 


tax 

taxes 

church 

churches 

marsh 

marshes 

wish 

wishes 

50  Everyday  English 

bush  bushes 

gas  gases 

brush  brushes 

topaz  topazes 

Make  sentences  using  the  singular  or  plural  of  each  of 
these  nouns  with  is  or  are,  tvas  or  were,  has  or  have;  as  in 
the  following  examples. 
The  box  is  too  large  to  carry.        The  boxes  are  too  large  to  carry. 

Nouns  ending  in  -s,  -x,  -z,  -sh,  or  soft  -ch  are  made  plural  by 
adding  -es. 

61.    ORAL    LESSON 

MERCURY  AND   THE   WOODMAN 

Mercury,  one  of  the  Roman  gods,  once  saw  a  poor  woodman 
weeping  by  a  pool.  Upon  inquiry,  he  found  that  the  man  had 
lost  his  axe  in  the  pool.  The  god  then  made  a  golden  axe  rise  to 
the  surface,  and  asked  the  man  if  it  were  his.  The  man  said  it 
was  not.  Mercury  then  brought  up  a  silver  axe,  which  the  poor 
man  again  would  not  claim.  Then  the  god  brought  up  the  man's 
own  axe,  and  sent  him  away  happy  with  all  three  axes,  as  a  re- 
ward for  his  honesty. 

Hearing  of  this  good  fortune,  another  man  went  to  the  pool, 
threw  his  axe  in,  and  sat  down  weeping.  Mercury  came,  and, 
hearing  his  story,  brought  a  golden  axe  to  the  surface.  The  man 
at  once  said  that  the  axe  was  his.  Whereupon  Mercury  threw  it 
into  the  pool,  and  angrily  drove  the  man  away. 

Could  this  story  be  told  in  dialog  ?  What  is  the  scene  ? 
What  characters  and  what  action,  if  any,  would  need  to  be 
indicated  in  stage  directions  ?  What  would  Mercury  say  to 
the  first  man  ?  What  would  he  reply  ?  Discuss  the  story 
in  this  way,  until  you  can  act  it. 


Plurals  of  Nouns  51 

62.    WRITTEN    LESSON 

Write  in  dialog  form  the  conversation  that  you  talked 
over  in  the  last  lesson.  Begin  with  a  title,  and  put  in  stage 
directions  as  in  Lessons  28  and  34.  Give  each  person  a 
proper  part  in  the  dialog. 

63.    LANGUAGE    LESSON 

PLURALS.    Continued 

Most  nouns  ending  in  -o  form  their  plurals  by  adding  -s. 
A  few  add  -es.     Learn  the   following  singulars  and  plurals. 

hero  heroes  potato  potatoes 

echo  echoes  tomato  tomatoes 

buffalo  buffaloes  piano  pianos 

motto  mottoes  zero  zeros 

negro  negroes  solo  solos 

In  the  following  sentences,  insert  is  or  are  in  the  blanks. 

1.  We what  we  wish  to  be. 

2.  The  robin the  first  bird  of  spring. 

3.  The  cows in  the  corn. 

4.  Men  and  women only  grown-up  children. 

In  the  following  sentences  insert  either  was  or  ivere. 

1.  Little  Boy  Blue sorry  to  find  the  cows in  the  corn. 

2.  The  robins  in  the  orchard,  and  the  cat  in  the 

garden. 

In  the  following  sentences  insert  has  or  have. 

1.  I a  bat  and  a  ball. 

2.  John a  pocket  full  of  marbles. 

3.  Horses thick  coats  of  hair  in  winter. 

4.  The  cat large  green  eyes. 


52  Everyday  English 

In  the  following  sentences,  change  all  the  singular  nouns 
to  plurals.  Change  the  verbs  is,  tvas,  has,  to  plurals,  when 
necessary, 

1.  The  woman  playing  the  piano  has  a  topaz. 

2.  There  is  a  mouse  in  the  box. 

3.  The  echo  in  the  church  wasn't  bad. 

4.  Will  yovi  have  a  potato  or  a  tomato  ? 

5.  There  is  a  song  about  the  hero. 

6.  Isn't  there  a  bush  in  the  marsh? 

7.  Has  the  child  sung  a  solo  ? 

8.  The  negro  has  an  ox,  a  buffalo,  and  a  sheep. 

9.  Here  is  a  brush  for  your  tooth,  and  a  shoe  for  your  foot. 
10.  The  lass  has  her  wish. 

64.    ORAL    LESSON 

What  is  language?  Is  it  used  in  talking?  In  writing? 
For  which  was  it  used  first,  talking  or  writing  ?  Do  dogs, 
or  horses,  or  other  animals  have  language?  What  is  the 
English  language  ?  Did  you  ever  hear  of  any  other  lan- 
guages? What  are  they?  What  could  men  and  women  do 
without  language  ?  Can  you  think  of  any  invention  as  use- 
ful as  language?  Did  you  ever  watch  a  baby  learning  to 
talk  ?  What  are  some  of  the  first  words  that  he  learns  ? 
How  does  he  learn  them?  How  does  he  get  along  with  a 
very  few  words  ?  How  many  words  do  you  suppose  you 
know  ?  How  many  new  words  do  you  suppose  you  learn  in 
a  week  ?  What  was  the  first  sentence  that  the  baby  made  ? 
What  kind  of  sentences  does-  he  use  at  first?  As  he  gets 
older,  does  he  use  more  sentences? 

Do  you  do  more  talking  or  writing?  Do  you  use  sen- 
tences in  talking?  In  this  talk  what  declarative  sentences 
have  you  used?     What  interrogative  sentences?     Are  you 


Contractions  53 

careful  in  talking  to  use  plurals  correctly?  Do  you  notice 
any  difference  in  the  talk  of  various  persons  whom  you 
know?  Do  some  talk  more  correctly  than  others?  What 
are  the  differences  that  make  their  language  more  correct? 
Are  there  any  differences  in  words  ?  In  the  use  of  the  words 
is,  are,  be,  was,  were,  has,  have  f  What  are  some  of  the  differ- 
ences between  spoken  and  written  language  ?  What  words 
are  shortened  or  contracted  in  talking?  Are  the  contrac- 
tions, isnt,  hasn't,  haven't,  wasnt.  Til,  we're,  more  common  in 
talking  or  writing?     Can  you  think  of  other  contractions? 

In  the  talk  that  you  hear  and  in  the  books  that  you  read, 
watch  for  new  words.     Find  out  exactly  what  they  mean. 

65.    WRITTEN   LESSON 

Each  pupil  is  to  give  the  class  two  new  words  that  he  has 
found,  with  their  meaning.  Write  all  these  words  carefully, 
numbering  them.  If  you  cannot  spell  a  word,  ask  the 
teacher.  How  many  pupils  are  there  in  the  class  ?  How 
many  words  did  they  find?  How  many  are  new  to  you? 
Can  you  tell  the  meaning  of  every  one  ? 

6Q.    LANGUAGE    LESSONS 

CONTRACTIONS 

When  we  write  we  usually  say: 

Fred  is  not  at  school.     We  are  not  tired.     She  has  not  gone. 

When  we  talk  we  often  say: 

Fred  isn't  at  school.     We  aren't  tired.     She  hasn't  gone. 

In  talking  we  contract  certain  words  :  is  not  becomes  isn't, 
are  not  becomes  aren't,  has  not  becomes  hasn't.  What  letter 
is  omitted  in  each  case?     What  is  put  in  its  place? 


54  Everyday  English 

Not  is  often  contracted  into  rit  and  joined  with  the  pre- 
ceding word.  The  apostrophe  (')  shows  that  a  letter  has 
been  left  out. 

Write  the  contractions  of  the  following.  Use  each  con- 
traction in  an  interrogative  or  a  declarative  sentence. 

is  not  does  not  had  not 

was  not  do  not  have  not 

has  not  did  not  should  not 

Write  the  contractions  for  the  following  expressions  : 

He  is,  She  is,  I  am,  We  are,  You  are,  They  are. 

What  is  the  difference  between  an  abbreviation  and  a  con- 
traction? Which  is  used  chiefly  in  talking?  Which  is  used 
chiefly  in  writing?  Which  contains  an  apostrophe?  Which 
is  followed  by  a  period? 

Never  say  ain't. 

67.    ORAL    LESSON 

SUPPOSE 

Suppose,  my  little  lady, 

Your  doll  should  break  her  head, 
Could  you  make  it  whole  by  crying 

Till  your  eyes  and  nose  are  red? 
And  Avouldn't  it  be  pleasanter 

To  treat  it  as  a  joke. 
And  say  you're  glad  'twas  Dolly's, 

And  not  your  head  that  broke? 

Suppose  you're  dressed  for  walking 
And  the  rain  comes  pouring  down. 

Will  it  clear  off  any  sooner 
Because  you  scold  and  frown? 


Suppose  55 

And  wouldn't  it  be  nicer 

For  you  to  smile  than  pout, 
And  so  make  sunshine  in  the  house 

When  there  is  none  without  ? 

Suppose  your  task,  my  little  man, 

Is  very  hard  to  get, 
Will  it  make  it  any  easier 

For  you  to  sit  and  fret  ? 
And  wouldn't  it  be  wiser 

Than  waiting  like  a  dunce, 
To  go  to  work  in  earnest 

And  learn  the  thing  at  once  ? 

Suppose  that  some  boys  have  a  horse, 

And  some  a  coach  and  pair, 
Will  it  tire  you  less  while  walking 

To  say,  "  It  isn't  fair  "  ? 
And  wouldn't  it  be  nobler 

To  keep  your  temper  sweet, 
And  in  your  heart  be  thankful 

You  can  walk  upon  your  feet  ? 

And  suppose  the  world  don't  please  you, 

Nor  the  way  some  people  do, 
Do  you  think  the  whole  creation 

Will  be  altered  just  for  you? 
And  isn't  it,  my  boy  or  girl. 

The  wisest,  bravest  plan, 
Whatever  comes,  or  doesn't  come. 

To  do  the  best  you  can  ? 

—  Phcebe  Gary. 


56  Everyday  Eno-lisli 

Read  the  poem  silently.  How  many  stanzas  are  there  in 
this  poem?  Which  lines  rhyme  in  each  stanza?  How  many 
sentences  are  there  in  each  stanza?  How  many  sentences  are 
tliere  in  the  poem?  How  many  lines  in  each  sentence?  What 
kind  of  sentence  is  each?  How  many  of  the  sentences  are 
interrogative  ?  How  many  questions  are  there  in  the  poem? 
What  is  the  first  stanza  about?  To  whom  is  it  addressed? 
To  whom  is  the  second  stanza  addressed?  What  is  it  about? 
To  whom  are  the  third  and  fourth  stanzds  addressed?  What 
is  each  about?  To  whom  is  the  fifth  stanza  addressed? 
What  troubles  are  mentioned  in  each  stanza?  Are  they 
serious?     What  lesson  does  the  poem  teach? 

What  contractions  are  used  in  tlie  poem?  What  are  the 
full  words  that  each  contraction  stands  for?  What  do  the 
following  words  mean:  froivn,pout,fret^  dunce,  creation? 

Read  the  poem  aloud  :  imagine,  as  you  I'ead,  that  you  are 
giving  this  advice  to  some  other  child.  Remember  in  read- 
ing that  all  the  sentences  are  questions. 

Commit  to  memory  the  hist  stanza. 

68.    WRITTEN    LESSON 

Write  in  a  column  on  the  left  of  the  sheet  all  the  contrac- 
tions in  the  poem  in  Lesson  67.  Opposite  each  contraction, 
write  the  word  it  stands  for. 

69.    LANGUAGE    LESSON 

POSSESSIVES 

The  girl's  doll  was  broken. 
The  boy's  pony  ran  away. 

hi  these  sentences,  whose  doll  was  it?  Whose  pony  ran 
away?     In  answering  these  questions  you  use  the  word  girl 


Possessives  57 

and  hoy,  but  you  add  an  apostrophe  (')  and  an  s  to  indicate 
possession.  iSuch  words  as  girl's  and  hoy's  are  said  to  be 
possessive  because  they  show  ownership  or  possession.  To 
make  a  possessive  with  a  singular  noun  we  add  an  apostrophe 
and  an  s.  For  example :  father,  fatlier's  hat ;  boy,  boy's 
lesson;  George,  George's  mistake;  doll,  doll's  liead;  Mr.  J. 
K.  Smith,  Mr.  J.  K.  Smith's  house. 

Make  the  following  nouns  into  possessives :  lady,  dolly, 
people,  George  Washington,  teacher,  neighbor.  Make  five 
sentences,  eacli  containing  one  of  these  possessives. 

Dictation : 

The  apostrophe  is  used  (1)  to  show  the  omission  of  a  let- 
ter in  contractions,  (2)  before  s  in  possessives. 

70.    ORAL   LESSON 

TURNING  THE   GRINDSTONE 

When  I  was  a  little  boy,  I  remember,  one  cold  winter's  morn- 
ing, I  was  accosted  by  a  smiling  man  with  an  axe  on  his  shoulder. 

"My  pretty  boy,"  said  he,  "has  your  father  a  grindstone?" 

"  Yes,  sir,"  said  I. 

"  You  are  a  fine  little  fellow,"  said  he ;  "  will  you  let  me  grind 
my  axe  on  it?" 

Pleased  with  the  compliment  of  "fine  little  fellow,"  "Oh,  yes, 
sir,"  I  answered.     "  It  is  down  in  the  shop." 

"  And  will  you,  my  man,"  said  he,  patting  me  on  the  head, 
"  get  me  a  little  hot  water  ?  " 

How  could  I  refuse?     I  ran  and  soon  brought  a  kettleful. 

"  How  old  are  you  ?  and  what's  your  name  ?  "  continued  he,  with- 
out waiting  for  a  reply  ;  "  I  am  sure  you  are  one  of  the  finest  lads 
that  ever  I  have  seen;  will  you  just  turn  a  few  minutes  for  me?" 

Tickled  with  the  flattery,  like  a  little  fool,  I  went  to  work,  and 


58  Everyday  J^iiglish 

bitterly  did  I  rue  the  day.  It  was  a  new  axe,  and  I  toiled  and 
tugged  till  I  was  almost  tired  to  death.  The  school-bell  rang,  and 
I  could  not  get  away ;  my  hands  were  blistered,  and  the  axe  was 
not  half  ground.  At  length,  however,  it  was  sharpened;  and  the 
man  turned  to  me  with : 

"Now,  you  little  rascal,  you've  played  truant;  scud  to  school, 
or  you'll  rue  it !  " 

"Alas!"  thought  I,  "it  Avas  liard  enough  to  turn  a  grindstone 
this  cold  day,  but  now  to  be  called  a  rascal  is  too  much." 

This  experience  I  have  never  forgotten. 

—  Benjamin  Franklin. 

Tliis  is  a  true  story  written  by  Benjamin  Franklin  about 
himself.  Franklin  was  a  poor  boy  who  came  to  be  a  great 
and  famous  man  by  hard  work  and  hard  study.  Have  you 
ever  heard  any  other  stories  of  his  boyhood  ?  Do  you  know 
in  what  city  he  was  born  ?  In  what  city  did  he  live  for  the 
greater  part  of  his  life  ?  He  lived  at  the  same  time  as  did 
Washington,  and  both  men  did  much  to  make  the  United 
States  an  independent  nation.  It  was  through  Franklin  that 
France  came  to  the  aid  of  the  United  States  in  the  Revolu- 
tionary War  against  England.  Franklin  was  a  scientist  as 
well  as  a  statesman,  and  discovered  that  lightning  and  elec- 
tricity are  the  same  thing.  He  was  also  a  very  sensible  and 
wise  man,  and  his  writings  are  full  of  good  sense  and  wisdom. 
Some  of  his  best  writing  is  in  his  Aufohioi/raph?/,  or  story  of 
his  own  life,  from  which  this  story  of  the  grindstone  is  taken. 
How  many  paragraphs  are  there  in  the  story  ?  Give  the 
reason  for  making  each  new  paragraph.  What  lesson  does 
the  story  teach  ?  What  is  the  meaning  of  the  expression 
"  That  man  has  an  axe  to  grind  "  ?  What  is  the  meaning  of 
accosted.,  compliment,  flattery.,  rue,  truant,  experience? 

Tell  the  story  aloud  in  your  own  words.     Remember  that 
in  Franklin's  story  not  a  single  sentence  begins  with  an  and. 


/  Contractions  59 

71.    WRITTEN   LESSON 

Write  the  story  of  Lesson  70  in  your  own  words. 

Exchange  papers  and  mark  with  a  cross  all  mistakes : 

(1)  In  spelling,  (2)  in  capitals,  (3)  in  punctuation,  (4)  in 
plurals,  (5)  in  contractions,  (6)  in  possessives. 

Return  the  papers.  How  many  mistakes  did  you  have  ? 
Correct  the  mistakes  on  your  paper. 

72.    LANGUAGE    LESSONS 

What  are  the  contractions  for  I  am,  I  have,  I  will,  are  not, 
is  not,  it  is,  you  are,  you  have,  you  will,  we  will  ? 

Answer  the  following  questions  by  filling  the  blanks  with 
suitable  contractions : 

1.  Is  it  there  ?     No, not  there. 

2.  Are  we  ready  ?     No, not  ready  yet. 

3.  Is  he  brave  ?     Yes, brave. 

4.  Will  you  go  ?     Yes, go. 

5.  Have  you  any  candy  ?     No,  I . 

6.  Has  she  any  ?     No,  she any. 

7.  Have  I  time  ?     Yes, time. 

8.  Are  you  going  ?     No, not  going. 

9.  Where  is  it  ?     here. 

10.  Shall  I  go?     No, go. 

In  the  replies,  note  that  there  is  a  comma  after  "  Yes " 
and  "No."      Write  out  your  answers. 

Examine  the'  contractions  and  possessives  in  these  sen- 
tences : 

"  It's  raining,"  said  May,  with  a  frown.     "  It's  too  bad  ! " 
"  Every  cloud  has  its  silver  lining,"  said  Grandma. 
May's  frown  changed  to  a  look  of  surprise. 


(JO  Everydav  Eim-lish 


to 


"These  clouds  haven't,"  she  said.  "There  isn't  any  silver. 
It's  just  gray  and  wet." 

Grandma's  eyes  twinkled.  "  I've  a  new  box  of  crayons  that 
would  be  nice  for  a  little  girl  to  play  with  on  a  rainy  day." 

"  Oh,  that's  splendid !"  cried  May.  "  Oh,  what  fun  !  Grandma, 
you're  a  darling." 

"  There  aren't  any  clouds  on  your  face  now,"  said  Grandma. 
"It's  shining  like  silver." 

May  thought  for  a  minute.  Then  she  said,  "  I'm  sure  I  know 
now  what  you  meant.  You  meant  that  things  aren't  as  bad  as 
they  look.     You  can  always  find  something  to  be  glad  about." 

"Yes,"  replied  Grandma,  "there's  always  sunshine  somewhere. 
Every  cloud  has  its  silver  lining." 

Its  is  the  possessive  of  it.  It's  is  the  contraction  for  it  is. 
Sometimes  'tis  is  used  for  the  contraction  for  it  is. 

Make  a  list  of  all  the  contractions  you  can  remember. 

73.    ORAL   LESSON 

The  postman  perhaps  comes  to  your  door  every  day,  or 
even  several  times  a  day.  lie  carries  a  large  bag  full  of 
letters,  papers,  and  parcels  that  he  delivers  to  people  on  his 
route.  Thousands  of  other  postmen  all  over  the  country 
are  doing  the  same  thing.  Have  you  ever  thought  how 
man}^  postmen  and  post  offices  there  are,  or  how  many  letters 
are  handled  every  day?  Tliere  must  be  millions  of  them. 
How  do  you  suppose  this  great  business  is  managed? 

Who  can  be  writing  all  these  letters?  .And  what  can 
they  all  find  to  write  about?  Have  you  ever  received  any 
letters?  What  about?  Have  you  written  letters?  To 
whom?  What  about?  Why  do  we  write  letters?  If  you 
were  away  on  a  visit,  would  you  like  to  get  a  letter  from 
home?     When  you  answered,  what  would  you  write? 


A  Letter  from  a  Humorist  61 

The  following  letter  was  written  by  the  famous  English 
humorist,  Thomas  Hood,  to  a  little  girl,  the  daughter  of  his 
friend,  Dr.  Elliot.  The  letter  is  so  full  of  jokes  and  non- 
sense that  you  would  never  suspect  that  Thomas  Hood  was 
sick  and  suffering  at  the  time  he  wrote  it.  Read  it  over 
carefully  and  make  sure  that  you  see  all  the  jokes. 

Devonshire  Lodge,  New  Finchley  Road, 
July  1,  1844. 
My  dear  May  : 

How  do  you  do,  and  how  do  you  like  the  sea  ?  Not  much,  per- 
haps, it's  "  so  big."  But  shouldn't  you  like  a  nice  little  ocean, 
that  you  could  put  in  a  pan?  Yet  the  sea,  although  it  looks 
rather  ugly  at  first,  is  very  useful,  and  if  I  were  near  it  this  dry 
summer,  I  would  carry  it  all  home,  to  water  the  garden  with  at 
Stratford. 

I  remember  that,  when  I  saw  tlie  sea,  it  used  sometimes  to  be 
very  fussy,  and  fidgety,  and  did  not  always  wash  itself  quite 
clean ;  but  it  was  very  fond  of  fun.  Have  the  waves  ever  run 
after  you  yet,  and  turned  your  little  two  shoes  into  pumps,  full  of 
water  ? 

There  are  no  flowers,  I  suppose,  on  the  beach,  or  I  would  ask 
you  to  bring  me  a  bouquet,  as  you  used  at  Stratford.  But  there 
are  little  crabs  !  If  you  would  catch  one  for  me,  and  teach  it  to 
dance  the  polka,  it  would  make  me  quite  happy ;  for  I  have  not 
had  any  toys  or  playthings  for  a  long  time.  Did  you  ever  try, 
like  a  little  crab,  to  run  two  ways  at  once  ?  See  if  you  can  do  it, 
for  it  is  good  fun ;  never  mind  tumbling  over  yourself  a  little 
first.  It  would  be  a  good  plan  to  hire  a  little  crab,  for  an  hour  a 
day,  to  teach  baby  to  crawl,  if  he  can't  walk,  and  if  I  was  his 
mamma,  I  would  too  !  Bless  him  !  But  I  must  not  write  on  him 
any  more  —  he  is  so  soft,  and  I  have  nothing  but  steel  pens. 

And  now  good-by.     Fanny  has  made  my  tea,  and  I  must  drink  it 


62 


Everyday  English 


before  it  gets  too  hot,  as  we  all  were  last  Sunday  week.  They 
say  the  glass  was  88  in  the  shade,  which  is  a  great  age  !  The  last 
fair  breeze  I  blew  dozens  of  kisses  for  you,  but  the  wind  changed, 

and  I  am  afraid  took  them  to  Miss  H or  somebody  that  it 

shouldn't.  Give  my  love  to  everybody  and  my  compliments  to 
all  the  rest,  and  remember,  I  am,  my  dear  May, 

Your  loving  friend, 

Thomas  Hood. 

P.S.  Don't  forget  my  little  crab  to  dance  the  polka,  and  pray 
write  to  me  as  soon  as  you  can,  if  it's  only  a  line. 

How  do  you  know  that  May  is  by  the  sea?  Why  does 
Hood  call  the  sea  fussy?  What  is  the  joke  about  turning 
the  "  little  two  shoes  "  into  pumps  ?  Why  does  he  speak  of 
teaching  a  crab  to  dance  ?  How  does  a  crab  move  ?  What 
is  the  joke  about  "  not  writing  on  him  "  because  he  is  too 
soft?     What  was  the  glass  that  was  88  in  the  shade? 


A  Holiday  Letter  63 

74.    WRITTEN   LESSON 

A  LETTER 

34  Pine  St.,  Richmond,  Va., 
Dec.  31,  1910. 

Dear  George : 

Aunt  Emma  has  gone  out  to  buy  some  things  for  our  New 
Year's  party  to-morrow.  She  said  that  I  might  write  a  letter  to 
you  while  she  was  out. 

I  am  enjoying  my  visit  very  much.  Our  cousins  are  very  kind 
and  thoughtful.  They  have  had  some  interesting  plan  for  every 
one  of  the  five  days  I  have  been  here.  Yesterday  we  had  a  long 
drive  out  into  the  country.  To-morrow  we  are  to  have  a  mas- 
querade party.  Guess  what  I  am  going  to  be.  I'll  tell  you  when 
I  get  home  next  week. 

I  must  close  now.  The  girls  are  calling  me.  Give  my  love  to 
Mother  and  Father. 

Your  affectionate  sister, 

May. 

Copy  the  letter.  "34  Pine  St.,  Richmond,  Va.,  Dec.  31, 
1910"  is  called  the  heading.  Note  where  it  is  placed. 
"  Dear  George  "  is  the  salutation.     Note  wdiere  it  is  placed. 

Copy  the  following  headings,  putting  each  in  the  proper 
place  on  the  page: 

Bloomington,  Ind.,  Jan.  3,  1900. 

Hopedale,  Mass.,  May  1,  1905. 

76  South  St.,  Austin,  Tex.,  Nov.  25,  1906. 

Copy  the  following  salutations,  putting  each  in  the  proper 
place  on  the  page  : 

Dear  May,  Dear  Mr.  Wilson, 

Dear  jVIother,  My  dear  Miss  Brown, 


(54:  Everyday  English 

75.    LANGUAGE   LESSOX 

The  salutations  in  letters  are,  as  you  see,  not  alwa3-s  the 
same.  We  use  3fr.  and  Mrs.  or  Miss  when  writing  to  stran- 
gers, or  to  people  whom  we  do  not  know  very  well,  just  as 
we  do  when  speaking  to  them.  We  address  our  nearest 
friends  and  the  members  of  our  family  without  using  Mr. 
and  3Irs.  A  letter  to  your  father  would  begin,  Dear  Father, 
but  a  letter  to  an  acquaintance,  Mr.  Wilson,  would  begin. 
Dear  Mr.  Wilson:  or  My  dear  Mr.  Wilson:  —  These  saluta- 
tions are  written  on  the  left  side  of  the  page,  a  little  lower 
than  the  date.  A  salutation  is  followed  by  a  comma  (,)  or 
by  a  colon  (:)  or  by  a  colon  and  dash  (:  — ). 

Write  the  proper  dates  and  salutations  for  letters. 

1.  To  your  sister  Alice,  from  Kew  York,  on  Christmas  Day  of 
next  year. 

2.  To  your  teacher,  from  your  home,  on  next  Saturday. 

3.  To  a  friend,  Mr.  James  Pryor,  from  Washington,  to-day. 

4.  To  the  postmaster  of  your  town,  from  San  Francisco,  one 
month  from  the  present  date. 

5.  To  Santa  Claus,  from  your  home,  a  week  before  Christmas. 

76.    ORAL   LESSON 

AN  OLD-FASHIONED  SCHOOL 

"  Tell  us,  grandfather,"  said  May,  "  what  your  school  was  like, 
and  what  you  did  there." 

On  this  subject  the  old  gentleman  needed  no  coaxing. 

"Ah,  those  were  interesting  times,"  he  began.  "The  school- 
house  stood  over  in  the  valley,  about  a  mile  from  our  house. 
It  was  a  pleasant  walk  in  fine  weather.  But  in  the  winter,  when 
the  wind  blew  cold  and  the  snow  was  deep,  that  mile  seemed  as 


An  Old-Fashioned  School  65 

long  as  four.  My  father  often  took  us  back  and  forth  in  his 
sleigh,  and  that  was  fine  fun. 

''  I  remember  our  coasting,  and  our  sliding  on  the  pond  near  the 
schoolhouse.  When  the  bell  rang  at  the  end  of  the  noon  recess, 
we  ran  in  and  warmed  ourselves  around  the  great  stove  ;  and  then, 
at  a  word  from  the  master,  we  went  to  our  desks  and  our  books. 

"  But  we  liked  the  spring  and  autumn  months  best.  We  had 
many  games  that  you  city  children  seldom  play :  prisoner's 
base,  hare-and-hounds,  pussy- wan ts-a-corner,  and  other  old  games 
that  were  brought  over  from  England  by  our  forefathers'  children. 
We  had  long  rambles  through  the  woods  and  fields,  and  we 
learned  many  interesting  things  about  the  birds,  the  squirrels, 
the  rabbits,  and  other  shy  creatures." 

"  What  was  the  schoolhouse  like  ?  "  said  George. 

''  Not  a  bit  like  your  fine,  big  school,  my  boy,"  said  his  grand- 
father. "  It  was  not  more  than  thirty  feet  long,  I  should  think. 
It  was  very  plain  and  simple,  that  old  school.  As  you  entered  it, 
you  saw  along  each  side  a  row  of  desks  and  benches.  At  the  far- 
ther end  on  a  low  platform  were  the  teacher's  desk  and  chair.  In 
the  middle  of  the  room  stood  the  great  round  stove,  and  at  the 
rear,  on  either  side  of  the  door,  were  the  rows  of  hooks  where  we 
hung  our  hats  and  coats.  The  boys  sat  on  one  side  of  the  room, 
and  the  girls  on  the  other  side.  Our  desks,  made  of  smooth  pine, 
without  paint  or  varnish,  were  wide  enough  for  two.  Thus  we 
sat,  two  and  two,  on  a  wide  bench  with  a  back  that  you  children 
would  not  think  very  comfortable.  Sometimes  a  boy  that  couldn't 
keep  from  whispering  was  made  to  sit  among  the  girls.  This  was 
a  severe  punishment  for  a  bashful  boy. 

"  There  were  about  thirty  of  us  in  our  little  one-room  school. 
Some  were  tiny  tots,  learning  their  a  b  c's ;  and  some  were  big 
boys  studying  Latin  and  geometry  in  order  that  they  might  enter 
college ;  but  most  of  the  pupils  studied  '  the  three  R's,'  as  they 
were  called,  that  is,  reading,  writing,  and  '  'rithmetic' 


m 


Evcrvdav  Kiialisli 


"  We  used  the  old  blue-back  spelling  book,  written  by  Noah 
Webster,  the  dictionary  man,  in  1793 ;  and  we  learned  to  spell 
i'roin  it  (juite  as  well,  I  think,  as  you  and  May  spell  now.  We 
worked  hard  at  our  arithmetic  because  the  teacher  said  it  would 
he  valuable  in  business ;  and  at  our  grammar,  because  he  said  it 
would  help  us  to  speak  and  write  better.  Perhaps  he  was  right ; 
I  am  not  sure.  l>ut  at  any  rate  we  learned  to  work ;  and  I  am 
sure  that  was  good  for  us." 

"But  how  did  one  man  teach  so  many  grades?"  said  May. 
"  How  did  you  all  recite  in  the  same  room  ?  " 

"That  was  easy,"  said  her  grandfather.     "While  the  teacher 


■■^^^■■■^^^^^^^^^■^■■■■■■II^H^H 

_^,^^._^^^^^M 

g^-^ 

T^^^^^8?^^^^^^f^^^!^!?^^^^R^ 

1"^' 

heard  one  class  recite,  the  rest  of  us  sat  at  our  seats  and  studied, 
or  pretended  to." 

"And  how  did  the  teacher  keep  order  ?  "  asked  George. 

"Well,"  said  Mr.  Lawrence,  "  there  was  a  clump  of  young  birch 
trees  conveniently  near  the  schoolhouse.  When  a  boy  persisted 
in  making  trouble,  he  was  sent  out  to  bring  in  a  small  branch 
from  one  of  those  trees.  Our  teacher  was  a  slender  man,  but  he 
had  a  muscular  arm ;  even  the  big  boys  respected  him." 


Writing  a  Letter  67 

"  Do  you  mean,"  said  May,  "  that  he  irhipjjed  the  boys  when 
they  were  bad  ?  " 

Mr.  Lawrence's  eyes  twinkled.  "  I  have  sometimes  tliought," 
said  he,  "  that  our  fine  modern  schools  might  be  still  better  if 
they  could  be  built  near  a  clump  of  birch  trees.  What  do  you 
think  about  it,  George  ?  " 

Read  tliis  story  aloud  as  tliougli  it  were  a  real  conversation. 
Criticise  the  reading  for  clearness  and  accuracy  in  pronun- 
ciation. Was  the  reading  made  interesting?  Were  the 
proper  words  emphasized?  Did  the  reading  indicate  the 
paragraph  divisions  ? 

Where  is  your  schoolhouse  ?  How  far  do  you  live  from 
it  ?  How  do  you  go  to  it  ?  How  long  does  it  take  you  ? 
What  time  must  you  be  there  ?  What  is  the  opening  exer- 
cise of  the  school  ?  What  lessons  do  you  have  ?  What  les- 
sons do  you  like  best?  Which  are  hardest?  What  games 
do  you  play  ?  When  is  school  dismissed?  What  do  you  do 
then  ? 

77.    WRITTEN   LESSON 

Write  a  letter  describing  a  day  at  your  school.  Put  in 
the  date  and  salutation.  Have  some  of  the  letters  written 
on  the  blackboard.  Criticise  these.  See  that  all  the  forms 
of  the  letters  are  correct.  Which  are  best  ?  Why  ?  Where 
are  capitals  used  ? 

In  all  writing  there  must  be  a  margin  on  the  left  side  of 
the  page.  Never  begin  writing  at  the  edge  of  the  paper. 
Notice  how  the  pages  of  this  book  and  other  books  are 
printed.  When  your  letters  are  written  perhaps  some  of 
the  best  of  them  can  be  addressed  to  children  of  your  grade 
in  some  other  school.  They  may  like  to  reply,  telling  you 
of  their  school. 


68  Everyday  English 

78.    LANGUAGE    LESSON 

QUOTATION    MARKS 

In  writing,  when  we  give  the  exact  words  of  another  per- 
son, these  are  inclosed  by  quotation  marks  ("  "). 

George  had  often  heard  his  father  say,  "  Haste  makes  waste." 

A  direct  quotation  begins  with  a  capital  and  is  inclosed  in 
quotation  marks. 

A  quotation  is  usually  separated  from  the  rest  of  the  sen- 
tence by  connuas. 

When  his  father  said,  "  It  is  time  for  school,"  he  hurried  up- 
stairs to  get  his  books. 

In  conversations,  the  words  of  each  speaker  are  inclosed 
in  quotation  marks.  Explain  the  use  of  quotation  marks  in 
the  following  sentences : 

"  I  had  a  bad  tumble  on  the  icy  hill,"  said  George.  "My  books 
were  scattered  every  whei-e  and  my  geography  was  torn." 

"Did  you  strap  them  tightly  this  morning?"  asked  his 
mother. 

George  shook  his  head.     "  No,  I  was  in  a  hurry." 

"  You  were  in  a  hurry  when  yon  fell,"  said  May. 

"  Haste  makes  waste,"  said  Mr.  Lawrence. 

What  is  a  quotation  ?  What  are  quotation  marks  ?  How 
are  they  made  ?  Turn  to  Lesson  76,  and  explain  the  use  of 
quotation  marks  there.  Turn  to  Lesson  13,  and  explain  the 
use  of  quotation  marks  in  the  fable,  "  The  Danger  of  Talk- 
ing Too  Much." 

Examine  the  quotation  marks  in  Lesson  37.  Explain 
their  use  in  each  instance. 


Sif's  Golden  Hair  69 

79.    ORAL   LESSON 

SIFS  GOLDEN  HAIR,  A  Northern  Myth 

Among  the  Northern  gods  there  was  one  who  was  really  unfit 
to  be  a  god  and  to  live  in  the  shining  city  of  Asgard.  This 
rascal  was  small  and  dark  and  ugly,  and  his  name  was  Loki. 
Nothing  could  better  show  you  how  very  mean  Loki  was  than 
the  story  of  Sif  and  her  golden  hair.  Sif  was  the  wife  of  the  god 
of  Thunder  named  Thor.  She  had  beautiful  long  hair  that  fell 
over  her  shoulders  like  a  shower  of  gold,  and  of  this  she  was 
very  proud.  One  day  Sif  fell  asleep  on  the  steps  of  Thor's 
palace,  and  while  she  laj-  there  sleeping  Loki  stole  up  softly  be- 
hind her  and  cut  off'  her  golden  hair. 

When  Sif  woke  at  last  and  saw  what  had  happened,  she  began 
to  cry  bitterly,  for  her  golden  hair  was  the  pride  and  joy  of  Thor, 
and  she  was  afraid  that  he  would  never  want  to  look  at  her  again 
now  that  it  was  gone.  She  got  up  from  the  steps  where  she  was 
sitting  and  went  away  to  hide  in  the  garden.  When  Thor  came 
home,  he  looked  for  her  all  through  the  palace,  and  garden,  and 
after  a  long  time  finally  found  poor  Sif  behind  a  stone,  sobbing 
bitterly.  When  he  heard  her  story,  he  tried  to  comfort  her  the 
best  he  could,  but  Sif  continued  weeping,  and  covered  her  shorn 
head  with  her  arm. 

"  I  know  who  did  this  shameful  thing,"  cried  Thor,  wrathfully  ; 
"  it  was  that  mischief-maker  Loki,  but  this  time  he  shall  pay 
dear  for  his  wickedness."  And  he  strode  out  of  the  palace  with 
a  look  so  threatening  that  even  the  gods  might  have  trembled 
before  him.  Now  Loki  was  not  expecting  to  be  caught  so  soon, 
and  he  had  not  thought  of  seeking  a  hiding  place ;  so  when  Thor 
came  suddenly  upon  him  he  was  too  frightened  to  try  to  escape. 
He  even  forgot  his  ready  lies,  and  when  Thor  shook  him  and 
threatened  to  kill  him  for  his  wicked  act,  he  only  begged  for 
mercy  and  promised  to  restore  her  hair  to  Sif.     Thor  therefore 


'()  Everyday  English 


released  him  alter  binding  him  by  a  solemn  oath  to  lulfill  his 
promise. 

The  real  hair  which  Loki  had  cut  off  he  had  already  lost,  so 
to  keep  his  word  to  Thor  he  must  find  something  else  which 
would  resemble  it  closely  enough  to  make  8if  believe  she  had 
indeed  her  own  hair  again.  As  there  was  only  one  place  where 
skillful  and  cunning  work  like  this  could  be  done,  Loki  crossed 
the  rainbow  bridge  that  spans  the  gulf  between  Asgard  and  the 
earth,  and  hurried  to  the  tall  mountain  which  hides,  amid  its 
rocks,  the  entrance  to  the  lower  world.  Ko  one  but  a  god  or  one 
of  the  swarthy  elves  themselves  could  have  found  this  hidden 
opening,  but  Loki  knew  it  well.  A  small  passage  led  down  into 
the  very  center  of  the  earth,  and  down  this  path  Loki  stumbled 
in  the  darkness,  until  he  came  to  the  underworld.  The  swarthy 
elves  were  busily  engaged  in  their  wonderful  workshop,  lighted 
only  by  the  fires  from  the  forge ;  but  when  they  saw  Loki  they 
laid  down  their  tools  and  asked  him  how  they  could  serve 
him. 

"■  I  have  brought  you  a  task,"  answered  Loki,  "  which  requires 
great  skill.  Make  of  your  gold  some  locks  of  hair  as  soft  and 
beautiful  as  the  golden  hair  which  adorns  the  head  of  Sif."' 

The  elves,  nothing  daunted,  set  at  once  to  work,  and  selecting 
a  bar  of  perfect  gold,  they  pounded  it  very  soft,  then  spun  it  into 
threads  so  fine  that  they  looked  like  sunbeams,  and  so  soft  that 
they  felt  like  silk.  When  the  work  was  finished  and  placed  in 
Loki's  hand,  it  exceeded  in  beauty  anything  he  had  ever  seen, 
and  he  felt  sure  that  Thor  could  not  complain  of  his  gift.  Then 
he  thanked  the  swarthy  elves,  and  hastened  with  his  prize  back 
to  Asgard  and  to  the  palace  of  Thor,  where  all  the  gods  had 
assembled  to  see  the  fulfillment  of  Loki's  promise.  Li  spite  of 
the  success  of  his  undertaking,  the  fear  of  Thor's  hasty  temper 
kept  Loki  somewhat  humbled,  for  the  Thunderer  had  been  known 
to  crush  the  object  of  his  anger  Avitli  his  hammer  when  once  his 


Divided  Quotations  71 

wrath  was  fully  roused.  His  face  was  now  dark  and  threatening 
as  Loki  approached,  and  beside  him  stood  Sif,  Aveeping  bitterly, 
and  trying  to  cover  her  head  with  her  hands.  But  Loki  came  up  • 
boldly  and  placed  the  golden  hair,  which  the  elves  had  made, 
upon  her  head.  To  the  astonishment  of  all,  it  immediately  grew 
fast,  and  no  one  could  have  told  that  it  was  not  her  golden  hair. 
So  Sif  was  proud  and  happy  once  again,  and  Loki  was  forgiven. 
—  Emilie  K.  Bakek,   Out  of  the  Northland. 

After  reading  the  story,  try  the  game  of  asking  and  an- 
swering questions  on  it,  as  in  Lessons  10  and  25  ;  or  turn  the 
story  into  a  dialog,  as  in  Lessons  28,  34,  and  61. 

80.    WRITTEN   LESSOX 

Some  of  the  quotations  in  the  story  are  interrupted  or 
divided.  See  the  third  paragraph  and  the  fifth.  Turn  to 
Lesson  37  and  note  the  divided  quotations  in  that  Lesson. 
How  are  the  quotation  marks  used  here  ?  Write  three  sen- 
tences about  Loki  containing  divided  quotations. 

Copy  the  following  proverbs : 

It's  never  too  late  to  mend. 

Don't  count  your  chickens  before  they  are  hatched. 

Wliere  there's  a  will  there's  a  way. 

A  stitch  in  time  saves  nine. 

Make  hay  while  the  sun  shines. 

81.    LANGUAGE   LESSON 

Quotation  marks  are  used  to  indicate  tlie  beginning  and 
the  end  of  an  exact  quotation.  When  the  quotation  is  in- 
terrupted or  divided,  each  part  of  the  quotation  is  marked 
off  by  commas  and  inclosed  in  quotation  marks. 

"I  think,"  said  George,  "I  shall  remember  next  time." 


<::; 


Everyday  Eii<2,lish 


Write  answers  to  the  following  questions,  using  quotation 
marks. 

1.  "  Where  are  you  going,  my  pretty  maid  ? "  asked  the 
man. 

2.  "Am  I  my  brother's  keeper ?"     said  Cain. 

3.  "  Where  did  you  leave  your  hat  ?  "  said  May. 

4.  "  Whose  fault  is  it  that  you  are  late?"  said  George. 

5.  "Why  did  you  fall  asleep?"  said  Little  Boy  Blue's 
father. 

Write  the  following  as  divided  quotations : 

1.  "I  cut  it  down  with  my  hatchet,"  said  George. 

2.  "  It  will  not  pay  to  climb  the  hill,"  said  lazy  Ned. 

3.  The  fox  thought,  "If  I  can  get  the  crow  to  open  her 
mouth,  she  will  let  the  cheese  fall." 

4.  "  Who  among  you  all  are  bold  enough  to  go  ?  "  asked  the 
captain. 

5.  "  What's  the  use  of  a  book  without  conversation  or  pic- 
tures?" said  Alice. 

82.    ORAL   LESSON 

COASTING 

"  'Tis  royal  fun,"  said  lazy  Ned, 
"  To  coast  upon  my  fine  new  sled, 
And  beat  the  other  boys. 
But  then  I  cannot  bear  to  climb 
The  tiresome  hill  for  every  time. 
It  more  and  more  annoys." 

Study  the  ])icture.  How  many  children  are  in  it?  What 
is  each  doing?  How  does  tlie  boy  in  front  steer  his  sled? 
Do  you  see  George  and  May  ?     Can  you  find  "  lazy  Ned  "  ? 


COASTING. 

73 


74  Everyday  English 

Have  you  ever  gone  coasting  ?  Where  ?  Hy  day  or  by 
night?  How  deep  was  tlie  snow  ?  Is  the  fresh-fallen  snow 
the  best  for  coasting  ?  What  kind  of  snow  is  the  best  ? 
How  do  you  steer  the  sled  ?  How  long  do  you  think  a  good 
coasting  hill  ought  to  be  ?  How  should  the  weather  be  ? 
What  other  winter  sports  have  you  taken  part  in  ?  Which 
do  you  like  best  ? 

Where  do  city  children  have  their  winter  sports  ?  What 
is  done  with  the  snow  in  big  cities? 


83.    WRITTEN   LESSON 

Write  a  letter  to  a  friend  describing  either  (1)  the  picture 
in  Lesson  82,  or  (2)  an  experience  of  yours  in  coasting,  or 
(3)  some  other  sport  you  have  taken  part  in,  as  fishing,  or 
swimming  or  something  else.  Put  the  letter  in  an  envelope, 
and  address  it,  putting  the  name  and  home  of  your  friend  in 
the  places  indicated  by  tliis  model. 


200  IS'uxaxl  M. 


Plurals  of  Nouns  75 

84.    LANGUAGE   LESSON 

PLURALS   OF  NOUNS 
What  are  the  plurals  of  these  words  ? 

day  boy  toy  play  donkey  joy 

With  what  letter  does  each  of  these  words  end  ?  What 
kind  of  letter  does  the  y  follow  ?  The  letters,  a,  e,  i,  o,  m, 
and  sometimes  w  and  y,  are  vowels.  The  other  letters  of  the 
alphabet  are  consonants. 

In  the  following  words,  what  kind  of  letter  precedes  the 
y  :   lily,  fly,  lady,  story,  city  f 

The  plurals  of  these  words  are  :  lilies,  flies,  ladies,  stories, 
cities.     How  are  these  plurals  formed  ? 

Write  the  plurals  of  these  words  by  changing  y  to  ies  :  — 


pony 

cherry 

fairy 

jelly 

reply 

daisy 

cry 

body 

story 

baby 

berry 

enemy 

lily 

duty 

penny 

ferry 

copy 

pansy 

family 

dairy 

Make  sentences  containing  some  of  these  plurals. 

Most  nouns  are  changed  from  singular  to  plural  by  adding  -s. 

Nouns  ending  in  -s,  -x,  -z,  -sh,  or  soft  -ch,  are  made  plural  by 
adding  -es. 

A  few  nouns  ending  in  -o  are  made  plural  by  adding  -es. 

Nouns  ending  in  -y  after  a  consonant  are  made  plural  by 
changing  y  to  ies. 

What  are  the  plurals  of  hoy,  girl,  man,  glass,  box,  mouse, 
child,  tidy,  ditty  ? 

The  plural  of  J  is  we,  and  of  this  is  these. 
What  are  the  plui-als  of  he,  she,  it,  that,  you  ? 


76  Everyday  English 

85.    ORAIv    LESSON 

THE   CHILDREN'S  HOUR 

Between  the  dark  and  the  daylight, 
When  the  night  is  beginning  to  lower, 

Comes  a  pause  in  the  day's  occupations, 
That  is  known  as  the  Children's  Hour. 

I  hear  in  the  chamber  above  me 

The  patter  of  little  feet, 
The  sound  of  a  door  that  is  opened. 

And  voices  soft  and  sweet. 

From  my  study  I  see  in  the  lamplight, 
Descending  the  broad  hall  stair, 

Grave  Alice,  and  laughing  Allegra, 
And  Edith  with  golden  hair. 

A  whisper,  and  then  a  silence : 
Yet  I  know  by  their  merry  eyes, 

They  are  plotting  and  planning  together, 
To  take  me  by  surprise. 

A  sudden  rush  from  the  stairway, 
A  sudden  raid  from  the  hall ! 

By  three  doors  left  unguarded 
They  enter  my  castle  wall ! 

They  climb  u})  into  my  turret 

O'er  the  arms  and  back  of  nn'  chair; 

If  I  try  to  escape,  they  surround  me ; 
They  seem  to  be  everywhere. 


The  Cliildreii's  Hour  77 

They  almost  devour  me  with  kisses, 

Their  arms  about  me  entwine, 
Till  I  think  of  the  Bishop  of  Bingen 

In  his  Mouse-Tower  on  the  Rhine ! 

Do  you  think,  0  blue-eyed  banditti, 

Because  you  have  scaled  the  wall, 
Such  an  old  mustache  as  I  am 

Is  not  a  match  for  you  all ! 

I  have  you  fast  in  my  fortress. 

And  will  not  let  you  depart. 
But  put  you  down  into  the  dungeon 

In  the  round-tower  of  my  heart. 

And  there  will  I  keep  you  forever, 

Yes,  forever  and  a  day, 
Till  the  walls  shall  crumble  to  ruin. 

And  moulder  in  dust  away  ! 

—  Henry  Wadsworth  Longfellow. 

At  what  time  does  the  "  children's  hour "  come  ?  Why 
is  it  called  their  hour  ?  Who  are  the  children  in  the  poem  ? 
Where  do  they  come  from  ?  Whom  are  they  coming  to  see  ? 
What  will  they  do?  Wliat  does  their  father  say  to  them? 
What  other  poems  by  Longfellow  have  you  read?  What 
do  these  words  mean :  lower^  occupation^  raid,  turret,  entivine, 
fortress,  banditti,  dungeon,  round-tower  ?  If  you  do  not  know 
the  meaning,  consult  the  dictionary.  Do  you  know  the  story 
of  the  Bishop  of  Bingen  and  the  Mouse-Tower  ?  It  is  told 
in  Southey's  "Bishop  Hatto." 

The  best  known  of  our  American  poets,  Henry  Wadsworth 
Longfellow,  was  born  in  Portland,  Maine,  in  1807.  He  graduated 
from  Bowdoin  College  in  1825,  in  the  same  class  with  Nathaniel 
Hawthorne,  another  of  our  most  famous  authors.     His  house, 


78 


Everyday  English 


once  General  Washington's  headquarters,  is  still  standing,  and  is 

one  of  the  things  that  visitors  to  Cam  bridge  wish  to  see. 

Longfellow  wrote 
poems  that  please 
people  of  all  ages. 
But  so  many  of  them 
have  been  about  chil- 
dren, and  interesting 
to  children,  that  he  is 
sometimes  called  the 
children's  poet.  You 
have  probably  read 
'•  Hiawatha,"  "  The 
Village  Blacksmith," 
"  The  Psalm  of  Life," 
and  others.  Later 
you     will     read,     we 

hope,  "  Evangeline,''  "  The  Courtship  of  .Miles  Standish,"  "  The 

Skeleton  in  Armor,"  and  many  more. 

86.    WRITTEN    LESSON 

Rewrite  the  following  sentences,  expressing  the  same  ideas 
in  a  different  way. 

1.  Their  arms  entwine  my  neck. 

2.  The  clouds  lower,  and  the  light  fails. 

3.  There  is  a  pause  in  the  day's  occupations. 

4.  They  are  planning  to  make  a  raid  upon  me. 

5.  The  children  are  descending  the  stair. 

6.  Alice  is  a  grave  little  girl. 

7.  They  have  taken  me  by  surprise. 

8.  They  came  in  suddenly,  and  surrounded  me. 

0.    They  scaled  my  wall,  and  devoured  me  with  kisses. 
10.    The  old  fortress  is  crumbling  to  ruin. 


,  Synonyms,  Homonyms  79 

87.    LANGUAGE    LESSON 

SYNONYMS,    HOMONYMS 

Words  that  mean  nearly  or  quite  the  same  thing  are  called 
synonyms. 

useless 


gay 

serious 

throw 

utter 


lively 
sober 
toss 
express 


anger 

sage 

swiftly 


futile 
wrath 
wise 
rapidly 


Find  synonyms  for  as  many  of  tlie  following  words  as  you 
can. 


try 

active 

cherish 

empty 

fraud 

deceive 

frigid 

courtesy 

brilliant 

strive 

delight 

heroic 

pretty 

inquire 

speed 

grave 

relate 

pause 

sudden 

devour 

scaled 

Words  that  have  the  same  sound  but  different  meanings  are 
called  homonyms. 

See  Lesson  9  for  an  exercise  on  homonyms.  Here  are 
some  examples  of  homonyms.  Explain  the  meaning  of  each. 
Make  sentences  usinsf  each  form.  ^ 


led 

lead 

sew 

so 

sale 

sail 

see 

sea 

bear 

bare 

its 

it's 

I 

ay 

eye 


blew 

blue 

sent 

cent 

scent 

right 

write 

rite 

great 

grate 

way 

weigh 

sole 

soul 

wood 

would 

80 


Everyday  En  polish 


88.    ORAL   LESSON 

Study  this  picture  oarefull}'.  It  represents  a  condition 
common  in  New  England  for  more  than  fifty  years  after  the 
Pilgrims  landed  in  1620. 

Where  are  these  people  going?  How  many  people  are  in 
the  picture?  Wliy  do  they  go  together?  What  are  the 
men  carrying?  Why?  What  time  of  the  year  is  it?  Where 
is  the  church  ?  How  large  is  it  ?  F'rom  what  country  had 
these  people  come?  Why  had  they  come  to  a  land  so  dan- 
gerous and  uncomfortable  ? 


89.    WRITTEN    LESSON 

Write  an  account  of  what  the  picture  tells  you. 

Be  careful  to  express  your  ideas  clearly,  and  to  write  and 
spell  accurately.  Tell,  if  you  can,  what  the  inside  of  the 
church  is  like,  what  kind  of  houses  the  Puritans  lived  in, 
what  comforts  they  lacked,  and  what  sort  of  dangers  the 
forest  held  for  tliem. 


Choice  of  Words  81 

90.    LANGUAGE    LESSON 

CHOICE   OF  WORDS 

In  these  sentences,  use  different  words  for  those  in  italics: 

1.  The  Pilgrims  braved  many  perils. 

2.  They  were  determined  to  have /reerZom  in  their  religion. 

3.  They  endured  many  hardships. 

4.  England  was  their  father(a7id. 

5.  Their  neighbors  were  now  the  savage  Indians. 

6.  They  sat  down  to  their  first  Thanksgiving  feast  with  feel- 
ings of  gratitude. 

7.  They  strove  to  found  new  homes  in  the  forest. 

8.  The  land  was  full  oi  pretty  flowers  in  summer. 

9.  The  Indians  inquired  why  they  had  come. 

10.    Some  of  the  colonists  had  deceived  the  Indians. 

Words  in  series  are  separated  by  commas. 

Example  :    On  the  farm  are  dogs,  cats,  horses,  and  cows. 

Punctuate  and  capitalize  the  following  sentences: 

the  Indians  had  bows  arrows  and  spears  for  weapons 
yes  mary  i  like  violets  pansies  roses  and  asters 
the  days  of  the  week  are  Sunday  monday  tuesday  Wednesday 
thursday  friday  and  Saturday 

you  poor  sick  shivering  doggie  said  james  i  will  take  you  home 
o  torn  your  coat  trousers  and  hat  are  covered  with  mud 

91.    ORAL    LESSON 

What  is  the  name  of  the  city  or  town  in  which  you  live  ? 
How  is  it  spelled  ?  What  is  the  population  of  your  town  ?  In 
what  part  of  the  state  is  it  ?  Has  it  a  port,  or  water  front  ? 
What  are  its  principal  streets  ?  What  important  buildings 
has  it  ?     Is  there  a  public  library  ?  a  fire  department  ?  a  water 


82  Everyday  Knglisli 

supply  ?  a  trolley  system  ?  a  public  park  ?  a  town  hall  ? 
What  churches  are  there  ?  What  part  of  the  town  do  you 
consider  most  attractive  ? 

Let  one  member  of  the  class  step  out  of  the  room,  knock  at 
the  door,  enter  as  a  stranger,  and  say,  "  1  have  three  days  to 
visit  your  town.  Please  tell  me  how  to  spend  my  time  to  tlie 
best  advantage." 

Several  members  of  the  class  may  answer  him,  speaking  on 
the  following  topics  or  others  that  are  suited  to  your  town: 

1.  An  account  of  the  town  for  a  visitor  who  lias  just  arrived. 
2.  The  Park.  o.  The  principal  street.  4.  The  most  attractive 
part  of  the  town.       5.    What  I  like  best  about  our  town. 

92.    WRITTEN    LESSON 

The  following  selection  is  fi-om  Little  Womeni  a  novel  by 
Louisa  M.  Alcott.  Read  it  over  carefully  so  that  you  will 
be  able  to  write  it  correctly  from  dictation.  Notice  para- 
graphs, capitals,  punctuation,  and  contractions. 

Jo  saw  a  big  red-headed  youth  approaching  her  corner,  and 
fearing  he  meant  to  engage  her,  she  slipped  into  a  curtained  re- 
cess, intending  to  peep  and  enjoy  herself  in  peace.  Unfortunately, 
another  bashful  person  had  chosen  the  same  refuge ;  for,  as  the 
curtain  fell  behind  her,  she  found  herself  face  to  face  with  the 
Laurence  boy. 

"Dear  me,  I  didn't  know  any  one  was  here!"  stammered  Jo, 
preparing  to  back  out  as  speedily  as  she  had  bounced  in. 

But  the  boy  laughed,  and  said  pleasantly,  though  he  looked  a 
little  startled,  "Don't  mind  me;  stay,  if  you  like." 

''Shan't  I  disturb  you?" 

"Not  a  bit.  I  only  came  because  I  don't  know  many  people 
and  felt  rather  strange  at  hrst,  you  know." 


/.  Plural  Nouns  in  -ves  83 

"  So  did  I.     Don't  go  away,  please,  unless  you'd  rather." 
The  boy  sat  down  again  and  looked  at  his  pumps,  till  Jo  said, 
trying  to  be  polite  and  easy,  "  I  think  I've  had  the  pleasure  of 
seeing  you  before.     You  live  near  us,  don't  you  ?  " 

"Next  door;  "  and  he  looked  up  and  laughed  outright. 

93.    LANGUAGE   LESSON 

PLURAL   NOUNS    IN   -VES 

Most  nouns  ending  in  -/or  -fe  form  their  plural  by  adding  -s. 

roof,  roofs  grief,  griefs  safe,  safes 

proof,  proofs  chief,  chiefs  fife,  fifes 

These  fourteen  nouns  ending  in  -f  or  -fe  form  their  plural 
by  changing  -f  or  -fe  to  -ves. 

beef,  beeves  self,  selves 

calf,  calves  shelf,  shelves 

elf,  elves  sheaf,  sheaves 

half,  halves  thief,  thieves 

knife,  knives  wharf,  wharves  (or  wharfs) 

leaf,  leaves  wife,  wives 

life,  lives  wolf,  wolves 

Write  the  possessive  singular  and  the  possessive  plural  of 
each  of  the  nouns  mentioned  above. 

Give  the  rules  for  forming  plural  nouns.     See  Lesson  84. 

94.     ORAL   LESSON 

What  railroads  has  your  town?  Has  it  any  trade  by 
water?  What  are  its  principal  industries?  What  does  it 
manufacture?  Can  you  tell  how  any  of  these  things  are 
made?  How  many  people  do  the  factories  employ?  What 
are  its  principal  stores?  What  do  they  sell?  If  a  friend 
came  to  visit  you,  what  shops  or  stores  would  you  show 


84  Everyday  English 

liim?  How  is  the  town  governed?  Has  it  a  mayor  and 
council?  a  police  department?  What  canyon  tell  about  the 
liistory  of  the  town?     When  was  it  settled? 

Give  an  account  of  the  town  such  as  would  convince  a 
stranger  that  it  is  a  "live  place."  Can  you  tell  any  events 
in  its  early  history? 

Select  one  of  the  several  topics  on  which  you  will  give  a 
brief  talk  to  the  class: 

1.  The  railroads  and  where  they  go.  2.  The  factory  and  what 
is  made  there.  3.  A  large  store  in  your  town.  4.  The  story  of 
the  town  years  ago.  5.  How  to  take  books  out  of  the  library. 
6.    What  the  police  do. 

95.    WRITTEN   LESSON 

Yon  are  to  write  a  letter  on  one  of  the  topics  suggested 
in  Lesson  94  to  a  friend  who  has  never  been  in  your  town. 

Write  (1)  the  heading;  (2)  the  address;  (3)  the  salu- 
tation;  (4)  the  letter;   (5)  the  signature. 

Your  teacher  will  pass  about  the  room  and  criticise  the 
heading,  address,  and  salutation,  while  you  are  writing  the 
rest  of  the  letter. 

Some  of  the  letters  are  to  be  read  aloud.  Listen  and  see 
if  you  can  tell  whether  the  letter  should  be  divided  into 
paragraphs.      Where  should  the  paragraphs  be  made? 

96.    LANGUAGE   LESSON 

PLURAL  POSSESSIVES 

This  dog's  nose  is  black. 
Dogs'  noses  are  cold. 

In  the  first  sentence,  how  many  dogs  are  there?  How  is 
the  singular  possessive  shown  in  writing  and  printing? 


Plural  Possessives  85 

In  the  second  sentence,  how  many  dogs  are  there?  What 
is  the  difference  between  tlie  plural  and  the  possessive? 
How  is  the  plural  possessive  indicated? 

Explain  the  difference  in  the  meaning  of  these  two 
expressions : 

My  sister's  room.  My  sisters'  room. 

Plural  nouns  ending  in  -s  are  made  possessive  by  adding  the 
apostrophe. 

In  the  singular  the  apostrophe  is  before  the  s.  In  plurals 
the  apostrophe  is  after  the  s. 

Tell  whether  these  possessives  are  singular  or  plural  : 

The  girl's  pony.  My  brother's  store.  The  pony's  dinner. 

The  girls'  pony.  My  brothers'  store.  The  ponies'  dinner. 

Tell   whether   these    are    singular  or   plural   possessives. 

How  can  you  tell? 

baby's  ladies'  babies' 

glasses'  ,                  daughter's  teacher's 

anybody's  daughters'  teachers' 

doctors'  Mr.  Thomas  Lane's  doctor's 

butcher's  dolls'  horses' 

Change  these  expressions  so  that  the  possessive  shall  be 
plural.     Explain  the  change  in  meaning  in  each  case, 
my  dog's  kennel  this  boy's  dog 

her  brother's  house  the  lady's  carriage 

that  horse's  stable  the  thief's  punishment 

The  few  plurals  of  nouns  that  do  not  end  in  -s  form  the 
possessive  by  adding  's.     For  example  : 

men's  oxen's  mice's  sheep's 

Give  the  plural  possessives  of  : 

woman  child  tooth  foot 


SQ  Everyday  English 

97.    ORAL    LESSON 

REVIEW 

1.  What  is  a  sentence?  2.  What  is  a  declarative  sen- 
tence ?  3.  What  other  kinds  of  sentences  are  there  ? 
4.  Give  an  example  of  each  kind.  5.  Give  the  rules  for 
capitals.  6.  When  is  a  period  used?  a  question  mark? 
7.  What  is  an  abbreviation?  8.  IIow  is  it  written? 
9.  Give  the  rule  for  forming  plural  nouns.  10.  Give  three 
examples  of  plurals  in  -oes.  11.  Give  three  examples  of 
l)lurals  in  -ies.  12.  Give  three  examples  of  plurals  in 
jves.  13.  What  is  a  paragraph?  14.  What  is  indention? 
15.  How  is  the  possessive  of  singular  nouns  formed? 
IC).     How     is     the    possessive    of    plural    nouns    formed? 

17.  What  are  homonyms?      Give  two  or  three  examples. 

18.  What  are  synonyms  ?     Give   two  or  three  examples. 

19.  Name  five  pronouns.  20.  Make  some  sentences,  using 
these  pronouns  with  /s,  are;  ivas^were;  has,  have.  21.  How 
are  quotations  written  ?  22.  How  are  divided  quotations 
Avritten  ?  23.  How  is  conversation  between  two  ])ersons 
divided  into  paragraphs  ?  24.  What  is  a  contraction?  how 
is  it  written  ?  Give  several  examples.  25.  What  is  the  dif- 
ference between  a  contraction  and  an  abbreviation  ? 

98.    WRITTEN    LESSON 

REVIEW 

Write  the  following  exercises  from  dictation  : 

1.  i\Ir.  James  K.  Williams  went  to  New  York  on  June  22, 1913. 

2.  To-day  is  (date  in  full). 

3.  "Come,  INIay,"  said  George,  "  I'll  show  you  the  turtle." 
"  Will  he  bite  ?  "  asked  May. 

"  No,  iSray,  lie  is  not  a  snapping  turth',"'  said  George. 


Review  Lessons  87 

The  children   walked  down  the  hill  and  soon  came  to  the 

brook.     The  turtle  was  sunning  himself  on  the  bridge. 
"  He  doesn't  look  as  if  he  wanted  to  fly,"  said  May. 
"JSTo,  turtles  don't  fly  except  in  fables,"  said  George. 
4.  Who  has  seen  the  wind  ? 

Neither  I  nor  you  ; 
But  when  the  leaves  hang  trembling, 

The  wind  is  passing  through. 
Who  has  seen  the  wind  ? 

Neither  you  nor  I ; 
But  when  the  trees  bow  down  their  heads. 
The  wind  is  passing  by. 

— Chkistina  G.  Eossetti. 

99.    LANGUAGE   LESSON 

REVIEW 

1.  Give  the  plurals  of  the  following  nouns  : 

child,  hero,  lily,  solo,  cargo,  beef,  thief,  ox,  sheep,  negro,  rose, 
baby,  piano,  leaf,  house,  review,  tomato,  city,  chief,  shelf. 

2.  Give  the  possessives,  singular  and  plural,  of: 

horse,  negro,  thief,  sheep,  mouse,  baby,  lady,  captain,  buffalo. 

3.  Give  the  plural  of  the  following  pronouns : 
I,  he,  she,  it,  this,  that,  you. 

4.  Fill  the  blanks  with  the  proper  words,  using  am,  is,  are, 
was,  were,  or  been : 

I  going  to  town   to-day.     you  going  with  me  ?     I 

have in  town  every  day  this  week.     you  in  town  yes- 
terday ?     We there  yesterday,  and going  again  to-day. 

No,  he  not  ready.     His  sisters ready  now.     Yesterday 

we ready  before  you,  but  to-day  you ready  first. 


88  Everyday  English 

100.    REVIEW   LESSON 

CAPITALS   AND   PUNCTUATION 

Capitals  are  used : 

At  the  beginning  of  a  sentence.     (Lesson  6.) 

At  the  beginning  of  every  line  of  poetry.     (Lesson  9.) 

At  the  beginning  of  every  direct  quotation.     (Lesson  78.) 

In  names  of  persons,  places,  cities,  towns,  months.     (Lessons 

12,  21,24,45,48.) 

In  the  principal  words  in  titles.     (Lessons  14,  17.) 

For  /  and  0.     (Lesson  9.) 

For  all  words  referring  to  God.     (Lesson  12.) 

The  period  is  used  : 

At  the  end  of  a  declarative  or  imperative  sentence  (Lesson 

6);  after  abbreviations  (Lessons  21  and  24). 

The  question  mark  is  used  after  every  question.     (Lesson  6.) 
The  exclamation  mark  is  used  to  show  strong  feeling.     (Lesson 

12.) 

The  hyphen  is  used  to  separate  syllables  when  a  word  is 
divided  at  the  end  of  a  line  (Lesson  17);  and  between  the  i)arts 
of  many  compound  words  (Lesson  48). 

The  comma  is  used  to  mark  off : 

No  or  yes  in  replies.     (Lesson  72.) 

The  name  of  the  person  spoken  to.     (Lesson  45.) 

A  direct  quotation,  or  each  of  its  parts  if  it  is  divided.  (Les- 
sons 78,  80,  81.) 

Words  in  series.     (Lesson  90.) 

Find  exam])les  of  each  use  in  this  book.  Can  you  find  any 
other  cases  in  which  the  comma  is  used  ? 


PART    TWO 


101.    ORAL   LESSON 

SUBJECT   AND   PREDICATE 

You  already  know  a  good  many  things  about  sentences. 
What  is  a  sentence?  What  kinds  of  sentences  are  there? 
How  is  each  kind  punctuated?  Every  sentence  has  two 
parts,  subject  and  predicate.  The  subject  is  what  we  are 
talking  about.  In  the  sentence.  — Birds  fiy^  —  Birds  is  the 
subject.  The  predicate  is  what  we  say  about  the  subject. 
In  the  sentence. — Birds  fly ^ — fly  ^^  the  predicate.  Tliink 
of  several  very  short  simple  sentences.  What  are  their  sub- 
jects?    What  are  their  predicates? 

Are  the  groups  of  words  below  sentences?  Supply  sub- 
jects to  show  what  we  are  talking  about. 

growl.  has  lost  her  sheep. 

swim.  pulled  out  a  plum. 

talk.  never  told  a  lie. 

make  an  hour.  spoke  very  clearly. 

Are  the  following  groups  of  words  sentences?  Say  some- 
tliing  about  each.  Have  you  made  a  sentence?  What  is 
its  subject?     What  is  its  predicate? 

a  snow  storm  some  boys  whom  I  know 

cows  sentences 

the  mail  carrier  the  predicate 

clouds  the  clock  in  the  tower 

the  flowers  Theodore  Roosevelt 


90  Everyday  English 

Let  us  take  somewhat  longer  sentences  and  divide  them 
into  subject  and  predicate.  In  the  sentence,  —  Many  birds 
fiy  south.  — Many  birds  is  the  subject;  fly  south  is  the  predi- 
cate. What  are  the  subjects  and  predicates  of  the  two  fol- 
lowing sentences? 

Many  birds  fly  south  in  the  autumn. 

Many  birds,  both  large  and  small,  fly  south  in  the  autumn. 

In  each  of  the  following  sentences  what  do  we  talk  about? 
What  do  we  say  about  it?  What  is  the  subject,  what  is  the 
predicate  of  each? 

Jack  and  Jill  went  up  the  hill. 

Christmas  comes  but  once  a  year. 

Honesty  is  the  best  policy. 

Eain  refreshes  the  dry  earth. 

I  ran  home  like  a  deer. 

Nearly  all  domestic  animals  appreciate  kindness. 

Every  sentence  has  a  subject  and  a  predicate. 

Is  your  father  at  home? 

All  of  the  grandchildren  returned  to  the  old  home  for  Christmas. 

102.    WRITTEN   LESSON 

BUILDING   SENTENCES 

Write  sentences,  supplying  predicates  for  tlie  following 
subjects : 

Little  Jack  Horner  IVIy  mother  and  I 

The  schoolhouse  on  the  corner      My  baby  brother 
The  steamboat  Ripe  red  strawberries 

I  The  city  of  l^oston 

My  father  The  President  of  the  United 

States 


'     Complete  Subjects  and  Predicates        91 

Write  sentences,  supplying  subjects  for  the  following  predi- 
cates: 

will  rain  to-morrow  rode  in  a  red  automobile 

jumped  over  the  moon  ran  away  with  the  spoon 

was  first  President  discovered  America  in  1492 

wrote  letters  to  his  friends  carried  many  tons  of  freight 


103.    LANGUAGE    LESSON 

THE   COMPLETE   SUBJECT   AND   COMPLETE   PREDICATE 

Write  from  dictation: 

Every  sentence  can  be  divided  into  two  parts,  the  com- 
plete subject  and  the  complete  predicate. 
The  subject  is  what  we  are  talking  about. 
The  predicate  is  what  we  say  about  the  subject. 
The  complete  subject  contains  a  noun  or  a  pronoun. 
The  complete  predicate  always  contains  a  verb. 

Supply  predicates  for  the  following  subjects: 

I  The  dinner  bell  The  largest  building  in  town 

You  Benjamin  Franklin         '  My  pet  canary 

Cats  George  and  May  San  Francisco 

Supply  subjects  for  the  following  predicates: 
haven't  time  jumped  on  the  seat  isn't  ready  yet 

caught  fire  fell  downstairs  had  an  axe  to  grind 

ran  away  will  go  to-morrow  is  far  from  home 

Divide  the  following  sentences  into  tlieir  complete  subjects 
and  complete  predicates: 

1.  Little  Jack  Horner  sat  in  a  corner. 

2.  The  little  fellow  slept  in  a  cradle. 

3.  The  earth  is  a  big  round  ball. 


d'2 


Everyday  Englisli 


4.  A  year  has  tliree  hundred  and  sixty-five  days. 

5.  Taify  was  a  Welshman. 

6.  The  village  smithy  stands  nnder  a  spreading  chestnut  tree. 

7.  Dirt  and  disease  go  together. 

8.  George  and  INIay  were  brother  and  sister. 


A   MUTE  APPEAL. 


104.    ORAL    LESSON 

Study  tlie  picture  carefully.  Describe  tlie  little  girl,  her 
do<^,  the  other  dog.  Do  you  see  anything  that  indicates  to 
whom  this  other  dog  belongs  ?  Can  you  imagine  how  his 
owner  looks  ?  Where  is  the  scene  ?  What  is  the  girl  doing  ? 
Define  mute  and  appeal.  Is  the  title  of  the  picture  a  good 
one  ?  Why  ?  Several  pupils  may  tell  the  stor}^  of  the  picture. 
One  may  give  the  little  girl's  account  of  the  story  ;  another, 
her  dog's  account ;  another,  the  other  dog's  account. 


Order  of  Subject  and  Predicate  93 

105.    WRITTEN   LESSON 

Write  a  single  paragraph  on  one  of  the  following  topics  : 

1.  A  description  of  the  picture  in  Lesson  104. 

2.  A  vacation  outing. 

These  paragraphs  are  to  be  corrected  by  the  class,  for  (1) 
title,  (2)  indention,  (3)  capitals,  (4)  punctuation. 


106.     LANGUAGE   LESSON 

ORDER  OF  SUBJECT  AND  PREDICATE 

Examine  the  following  sentences.  The  subject  is  in 
italics,  the  predicate  in  roraan  type.  What  kind  of  sentence 
is  each  ? 

1.  Down  the  hill  ran  the  hoys  and  girls. 

2.  Where  is  James  ? 

3.  Where  did  your  brother  Tom  go  yesterday  ? 

4.  Please  give  me  a  dime. 

Li  the  first  sentence,  the  usual  order  is  changed,  and  the 
predicate  comes  first  and  tlie  subject  second.  In  declarative 
sentences,  the  natural  order  is  (1)  subject,  (2)  predicate. 
When  a  sentence  has  (1)  predicate,  (2)  subject,  this  is 
called  inverted  order. 

In  the  second  sentence,  the  subject  comes  last,  as  frequently 
in  interrogative  sentences. 

In  the  third  sentence,  a  part  of  the  predicate  precedes 
and  a  part  follows  the  subject.  This  order  occurs  in  all 
kinds  of  sentences. 

In  the  fourth  sentence,  the  subject  i/ou  is  omitted,  but 
must  be  understood.  The  subject  i/ou  is  frequently  omitted 
in  imperative  sentences. 


i)4  Everyday  English 

Select  the  subject  and  the  predicate  in  each  of  the  follow- 
ing sentences : 

1.  Young  Walter  Raleigh  was  waiting  to  see  the  queen. 

2.  At  the  foot  of  the  stairs  lay  the  queen's  barge, 

3.  In  a  minute  the  queen  would  pass  down  the  stairs. 

4.  From  the  great  gates  fortli  marched  the  ushers. 

5.  Amid  a  crowd  of  lords  and  ladies  came  the  queen  herself. 
G.  Where  was  Raleigh's  companion  ? 

7.  He  was  hiding  behind  Walter. 

8.  It  had  rained  the  night  before. 

9.  In  the  queen's  path  was  a  small  quantity  of  mud. 

10.  Raleigh  took  his  handsome  cloak  from  his  shoulders. 

11.  He  laid  it  on  the  miry  spot. 

12.  The  queen  passed  over  this  strange  bridge. 

13.  Into  the  barge  she  stepped  without  saying  a  word. 

14.  The  crowd  watched  and  wondered. 

15.  One  of  the  queen's  officers  appeared. 
IG.  Follow  me  to  the  queen. 

107.    ORAL    LESSON 

THE  GROWTH  OF  A  PLANT 

Every  spring  you  have  seen  trees  put  forth  new  leaves,  flowers 
and  weeds  spring  up  in  field  and  woodside,  and  all  nature  take 
on  new  life.  Every  step  in  these  changes  is  wonderful ;  each  is  a 
new  act  of  creation. 

Most  of  the  common  plants  coutinue  their  lives  from  genera- 
tion to  generation  by  means  of  seeds.  Have  you  ever  watched 
a  seed  grow  into  a  plant  ? 

This  is  a  picture  of  a  bean. 
<' •  ■  lit' "^  Place  several  beans  in  damp  sand  or  earth,  and 

keep  them  Avarm.     In  two  or  three  days,  if  you  take 


How  Plants  Grow 


95 


one  of  them  out,  it  will  be  soft  and  much  larger  than  it  was 
when  you  put  it  in.  In  five  or  six  days,  take 
out  another,  and  it  will  be  split  apart  like  this. 
By  the  end  of  a  week,  or  very  soon  after, 
the  earth  will  be  pushed  up  and  cracked,  and 
soon  a  tiny  pair  of  leaves  will  appear  with  the  two  halves  of  the 
bean  clinging  to  them,  like  an  eggshell  to  a  newly 
hatched  chick.  If  you  pull  up  one  of  these,  you 
will  see  a  tiny  plant  with  roots. 

The  plant  is  now  well  under  way  in  its  life. 
What  has  happened  ?  The  parent  bean  had  pro- 
duced a  number  of  these  bean  seeds  such  as  you 
have  planted.  Each  bean  contained  in  it  the 
germ,  or  origin,  of  a  new  plant  of  the  same  sort. 
Most  of  the  bean  seed  was  composed  of  the 
material  on  which  the  infant  plant  could  feed 
when  its  life  should  begin,  and  the  whole  was 
inclosed  in  a  protecting  skin. 
The  moisture  and  warmth  started  the  new  plant  life.  The 
roots  pushed  down  into  the  earth  for  further  food,  and  the  stem 
and  leaves  pushed  up  to  get  their  share  of  help  from  the  light 
and  air.  For  sunlight  and  air  also  contribute  to  the  life  of 
plants.  The  leaves  have  many  minute  openings  in  them  through 
which  the  plants  breathe  in  a  certain  portion  of  the  atmosphere. 

By  and  by  our  bean  will  grow  and  spread  and  put  forth  little 
white  or  lilac-colored  blossoms.  These  in  turn  will  drop  off,  and 
where  they  were  will  appear  tiny  bean  pods,  hardly  as  large  as  a 
pin.  When  these  pods  have  developed  we  have  a  little  bush 
about  nine  inches  high,  looking  like  the  picture  on  the  next  page, 
and  yielding  us  a  delicious  and  wholesome  food. 

What  does  a  seed  contain  ?  What  makes  it  germinate  ? 
Why  do  we  plant  things  in  the  spring  ?     How  must  our  soil 


96 


Everyday  English 


be  prepared?     What  stages  are  there  in  the  life  of  the  bean? 
^,_-^__^  Have    you    ever 


-^#^ 


planted  any- 
thing ?  Did  it 
grow?  Did  it 
need  any  attend- 
;iiice  during  its 
growth  ?  When 
(lid  it  ripen  or 
reach  its  matu- 
r  i  t  y  ?  What 
flowers  do  you 
know  the  names 
of?  Did  you 
ever  plant  a 
g  a  r  den?  C  a  n 
you  watch  some- 
thing    grow    at 

liome  ?     How   do  the   earth   and  the  air  help  plants?      Do 

children  grow  like  plants  ? 


1  i/v\^,Mijiv^E^;iiiwr^r 


108.    WRITTEN   LESSON 

Write  the  folloiving  sentences  from  dictation: 

1.  Mr.  and  Mrs.  Edward  Lawrence  will  be  at  home  on  Thurs- 
day, April  4,  1013. 

2.  In  the  children's  garden  were  lilies,  daisies,  roses,  and  sweet 
peas. 

3.  "I  like  to  dig  in  the  garden,"  said  George. 

4.  "  I  like  to  pick  the  flowers,"  said  IVlay. 

5.  "  I  wonder,"  said  their  mother,  "  who  likes  to  weed   the 
garden  ? " 

6.  George's  spade  and  May's  rake  were  left  out  in  the  rain. 


Nouns  97 

Compare  your  sentences  written  from  dictation  with  those 
printed  in  the  book.     Correct  carefully  all  mistakes. 

Write  the  plurals  corresponding  to  the  following  : 

I  You  are  He  goes  was 

this  I  go  the  boy  runs  has 

he  is  the  doll's       ,  am  sees 

baby's  the  doll's  dress  is  goes 

109.    LANGUAGE   LESSON 

NOUNS 

You  have  heard  something  about  nouns  in  Lessons  33,  54, 
60,  84,  93,  and  elsewhere.  Words  used  as  names  are  called 
nouns.  They  name  all  sorts  of  things,  persons,  places,  and 
ideas.  Boy,  dog,  stick,  house,  John,  George  Washington, 
schoolhouse,  music,  penny,  patriotism,  minister,  fire  engine, 
and  New  York  are  all  nouns. 

Select  all  the  nouns  in  the  fable  in  Lesson  13. 

Divide  the  following  sentences  into  subject  and  predicate. 
Select  the  nouns  in  the  subjects. 

1.  Plants  grow  from  seeds.  2.  All  the  beautiful  flowers  in 
your  garden  grew  from  seeds.  3.  Plant  a  seed  in  the  damp  earth. 
4.  Is  the  seed  dead  ?  5.  A  tiny  leaf  pushes  its  way  out  of  the 
earth.  6.  This  leaf  will  grow  rapidly.  7.  New  leaves  appear. 
8.  Do  you  see  any  flowers?  9.  Under  the  earth  are  roots. 
10.  Light  and  air  help  the  plant  to  grow.  11.  How  does  a  plant 
breathe?  12.  The  flowers  have  seeds.  13.  These  seeds  may 
grow  into  new  plants.  14.  A  common  plant  teaches  us  many 
things.      15.    What  do  the  plants  eat? 

Words  used  as  names  are  called  nouns.  The  principal  word 
in  the  subject  is  often  a  noun. 


98  Everyday  En  owlish 

110.    ORAL   LESSON 

A   DRILL    IN    THE    RIGHT    WAY    OF    SAYING    THINGS 

1.  Say,  I  have  seen  him,  or  I  saw  him. 

2.  Say,  /  did  it,  or  /  have  done  it. 

3.  Say,  You  were,  you  have. 

4.  Say,  He  doesiiH. 

Choose  sides  and  play  the  game  of  using  correctly  the 
words :   am.,  are,  was,  been,  do,  did,  done,  have,  has,  saw,  seen. 

The  teacher  will  give  the  word  am.  The  first  pupil  on 
one  side  will  make  a  sentence  containing  that  word.  If  the 
sentence  is  correct,  score  one.  If  it  is  incorrect,  some  one 
on  the  other  side  must  find  the  mistake.  That  counts  one 
for  the  side  finding  the  mistake. 

May  expresses  permission.  Can  expresses  ability.  The 
teacher  teaches  the  lesson,  the  children  learn  it. 

Study  the  following  sentences  until  you  are  sure  that  you 
understand  the  correct  use  of  mai/  and  can,  learn  and  teach. 
Then  make  other  sentences  illustrating  their  use. 

1.  May  I  be  excused  at  three  o'clock  ? 

2.  You  may  if  your  lessons  are  learned. 

3.  I  think  I  can  learn  them  by  then. 

4.  Who  teaches  drawing  in  your  school? 

5.  Perhaps  I  can  teach  you  how  to  draw  a  horse. 

The  teacher  may  use  similar  exercises  on  other  common 
mistakes  ;   for  example  : 

Love  for  like.     You  love  your  mother,  you  like  candy. 
Most  for  almost.     Say,  I  am  almost  ready. 
Leave  for  let.     Jjet  the  kitten  alone ;   leave  it  in  my  care. 
Betiveen  for  among.     Usually  heticeen  applies  to  two  persons  or 
things,  among  to  more  than  two. 


'•  Pronouns  99 

111.    WRITTEN   LESSON 

Pasadena,  Cal.,  Dec.  6,  1914. 
Harry  Vincent, 
342  West  St., 
Albany,  N.  Y. 
Dear  Harry : 

All  day  long  I  have  been  thinking  of  you  and  your  mamma 
and  wondering  what  you  were  doing.  So,  when  I  came  back  to 
the  hotel  to-night  and  found  a  letter  from  each  of  you,  I  cried, 
"  Hurrah,  this  is  fine ! "  I  read  your  letter  first,  but  don't  tell 
mamma.  Isn't  it  splendid  to  have  snow  and  coasting  so  early  in 
the  winter  ?  While  it  was  snowing  in  New  York,  it  was  a  warm 
summer  day  here  in  California,  and  I  was  picking  ripe  oranges. 
On  Tuesday,  I  sent  you  a  box  by  express,  and  it  should  reach 
you  about  the  same  time  as  this  letter.  As  soon  as  it  comes, 
please  write  and  tell  me  how  you  like  the  oranges.  In  that  letter, 
keep  your  eye  on  the  capitals  and  the  punctuation.  If  you  try, 
I  am  sure,  you  can  write  a  letter  without  a  single  mistake  from 
the  date  to  the  signature.  What  is  a  signature?  Here  is  your 
father's. 

Thomas  W.  Vincent. 

Imagine  that  you  are  Harry  Vincent,  and  write  a  letter 
in  reply  to  the  above. 


112.    LANGUAGE   LESSONS 

PRONOUNS 

Pronouns  are  words  used  instead  of   nouns.     Take  this 
sentence : 

When  John  found  John's  sister  crying,  John  gave  John's  sister 
John's  whip. 


100  Everyday  English 

The  nouns  John  and  sister  are  used  too  often.  Tn  fact,  we 
never  make  a  sentence  like  that.  We  use  pronouns  in  place 
of  the  nouns.      We  would  say  : 

When  John  found  his  sister  crying,  he  gave  her  his  whip. 

He  and  his  refer  back  to  John;  her  to  sister.  All  pro- 
nouns stand  for  nouns.  The  following  are  some  of  the  most 
common  pronouns  : 

I  he  his  they 

me  she  him  them 

you  it  we  who 

your  her  us  which 

Select  all  the  pronouns  in  these  nonsense  verses: 
They  told  me,  you  had  been  to  her, 

And  mentioned  me  to  him  ; 
They  gave  me  a  good  character, 

But  said  I  could  not  swim. 

Divide  the  following  sentences  into  subject  and  predicate. 
Select  the  nouns  and  pronouns  in  each  subject. 

1.  The  sun  is  going  down. 

2.  The  sandman  will  soon  come  to  see  us. 

3.  He  is  sprinkling  his  sand  everywhere. 

4.  The  sand  falls  on  my  eyes. 

5.  Do  you  feel  any  sand  on  your  eyes  ? 

6.  Listen  to  the  sandman's  song. 

7.  How  sleepy  I  feel ! 

8.  My  eyelids  are  closing. 

9.  All  the  children  hear  this  song.  | 
10.  The  sandman's  song  is  heard  around  the  world. 

Words  used  as  names  are  called  Nouns.  , 

Words  used  in  place  of  nouns  are  called  Pronouns. 
Every  subject  contains  a  noun  or  a  pronoun. 


The  Barefoot  Boy 


lUl 


113.    ORAL    LESSON 


THE   BAREFOOT   BOY 


Blessings  on  thee,  little  man, 

Barefoot  boy,  with  cheek  of  tan ! 

With  thy  turned-up  pantaloons, 

And  thy  merry  whistled  tunes  ; 

With  thy  red  lips,  redder  still. 

Kissed  by  strawberries  on  the  hill ; 

With  the  sunshine  on  thy  face. 

Through  thy  torn  brim's  jaunty  grace; 

From  my  heart  I  give  thee  joy, — 

I  was  once  a  barefoot  boy  ! 

Prince  thou  art,  —  the  grown-up  man 
Only  is  republican. 
Let  the  million-dollared  ride  ! 
Barefoot,  trudging  at  his  side. 
Thou  hast  more  than  he  can  buy 
In  the  reach  of  ear  and  eye,  — 
Outward  sunshine,  inward  joy  : 
Blessings  on  thee,  barefoot  boy  ! 


This  is  the  first  stanza  in  a  well-known  and  beautiful  poem 
by  John  G.  Whittier.  He  was  born  on  a  farm  at  Haverhill, 
Massachusetts,  about  a  hundred  years  ago.  The  old  farm 
house  is  still  preserved  as  it  was  in  his  boyhood  and  is  visited 
every  year  by  many  people  who  have  enjoyed  his  poetry. 
He  did  not  go  to  college,  but  he  read  good  books,  observed 
the  life  around  him,  and  thought  earnestly  about  what  he 
read  and  saw,  and  so  educated  himself  better  than  many  col- 
lege students  do.  He  wrote  many  poems  that  describe  the 
country  life  in  New  England.  Among  the  best  of  these  are 
"Snow  Bound  "  and  "  Songs  of  Labor." 


102  Everyday  English 

Do  you  know  the  rest  of  "  The  Barefoot  Boy  "  ?  Where 
does  the  barefoot  boy  live?  Why  is  he  happy?  What 
things  has  he  that  wealth  cannot  give?  What  are  his 
pleasures  ?  What  is  the  meaning  of  :  cheek  of  tan^  merry^ 
jaunty,  I  give  thee  joy,  republican,  trudgitiy,  millio7i- dollar ed, 
in  the  reach  of  ear  and  eye  ? 

If  there  is  time,  let  several  pupils  si)eak  on  the  following 
topics.      Each  talk  should  form  a  paragraph. 

1.  The  Poet  Whittier. 

2.  The  Barefoot  Boy. 

3.  The  Occupations  of  a  Country  Boy. 

114.    WRITTEN   LESSON 

Write  about  (1)  "The  Barefoot  Boy,"  or  (2)  the  occupa- 
tions of  a  country  boy,  or  (3)  an  account  of  how  a  city  boy 
spends  his  time  out  of  school. 

Each  composition  should  contain  several  paragraphs. 
How  many  paragraphs  are  there  to  be  in  your  composition  ? 
What  shall  you  say  in  each  paragra})h  ? 

115.    LANGUAGE    LESSON 

A,   AN,    THE.     HOMONYMS.     SYNONYMS 

A,  an,  and  the  are  three  very  useful  words.  What  differ- 
ence is  there  in  the  meaning  of  the  book  and  a  book?  the 
pencil  and  a  pencil  ?  Would  you  use  a  or  an  befoi'e  the 
following  words  ? 

elephant  rhinoceros  goat  ostrich 

consonant  vowel  imcle  aunt 

winter  day  autiniin  day  new  coat  old  coat 

A  is  used  before  a  word  beginning  with  a  consonant.  An  is 
used  before  a  word  beginning  with  a  vowel. 


their 

there 

sowed          sewed 

piece 

peace 

steal            steel 

its 

it's 

principle    principal 

Homonyms.     Synonyms  103 

Make  sentences,  using  each  of  the  following  homonyms. 
In  case  of  doubt,  look  the  word  up  in  the  dictionary. 

capitol  capital 

led  lead 

sent   cent    scent 

Read  the  following  stanza  from  Bryant's  "  Song  of 
Marion's  Men." 

Our  band  is  few  but  true  and  tried, 

Our  leader  frank  and  bold  ; 
The  British  soldier  trembles 

When  Marion's  name  is  told. 
Our  fortress  is  the  good  greenwood, 

Our  tent  the  cypress  tree ; 
We  know  the  forest  round  us, 

As  seamen  know  the  sea. 
We  know  its  walls  of  thorny  vines. 

Its  glades  of  reedy  grass. 
Its  safe  and  silent  islands 

Within  the  dark  morass. 

Find  synonyms,  or  words  of  nearly  the  same  meaning,  for 
hand,  few,  tried,  leader,  frank,  bold,  British,  trembles,  fortress, 
greenwood,  seamen,  glades,  silent,  morass. 

In  this  stanza  from  Sidney  Lanier's  "Tampa  Robins," 
explain  :   a  fig  for  thee,  globes  of  gold.  Time's  scythe. 

The  robin  laughed  in  the  orange-tree  : 

"Ho,  windy  North,  a  fig  for  thee 

While  breasts  are  red  and  wings  are  bold 
And  green  trees  wave  us  globes  of  gold. 

Time's  scythe  shall  reap  but  bliss  for  me 

—  Sunlight,  song,  and  the  orange-tree." 


Kli 


Everyday  English 


IK).    ORAL   LESSON 

WAITING  FOR   MISTRESS 

Study  the  picture  carefully.  What  shows  that  tlie  ani- 
mals are  "  waiting  for  their  mistress "  ?  Where  do  you 
think  she  is  going?  Will  the  trip  be  a  jAeasure  to  all  of 
them  ?  Wliat  Avill  the  dogs  do?  If  they  could  all  think  and 
talk,  what  might  they  be  talking  about  now?  Lnagine  their 
conversation. 


117.    WRITTEN   LESSON 

Write  the  story  of  Lesson  IIG  in  the  form  of  a  dialog 
between  the  dogs  and  the  pony,  i)utting  in  the  necessary 
stage  directions.  Consult  the  examples  in  Lessons  28  and 
34  to  get  the  right  form. 


Verbs  105 

118.    LANGUAGE   LESSON 

VERBS 

You  have  already  learned  something  about  verbs,  about  is 
and  are  in  Lesson  42,  about  was  and  were  and  has  and  have 
in  Lesson  54  and  Lesson  60.  Verbs  are  a  very  important 
and  useful  class  of  words ;  you  have  used  them  every  day 
since  you  learned  to  talk. 

Verbs  are  used  to  assert  or  tell  something-.  In  the  sen- 
tence,—  John  plays. — John  is  a  noun  and  names  a  bov ; 
plays  is  a  verb  and  tells  what  John  does.  Nouns  are  only 
names  or  signs.  You  can't  tell  anything  about  nouns  with- 
out using  verbs.  Try  to  tell  something  about  the  noun  boy. 
At  once  you  use  a  verb. 

The  boy  is The  boy  slept • 

The  boy  has The  boy  thought 

The  boy  plays The  boy  gave 

The  boy  will  come The  boy  has  forgotten 


A  verb  may  be  a  single  word  ;  as,  zs,  think,  jumped,  drank. 
Or  it  may  be  composed  of  several  words;  as,  will  come,  has 
been,  icould  have  Jumped,  is  drinking,  may  have  been  thinking. 
When  a  verb  consists  of  several  words,  it  is  called  a  Verb- 
Group  (or  Verb  Phrase). 

Turn  to  Lesson  46.  In  the  poem  "  The  Land  of  Counter- 
pane "  are  the  following  verbs  :  was,  lay,  had,  keep,  watched, 
go,  sent,  brought,  planted,  was,  sits,  sees. 

In  the  following  sentences,  determine  (1)  the  subject, 
(2)  the  predicate.  Select  (3)  the  nouns,  (4)  the  j^ronouns, 
(5)  the  verbs. 

Few  boys  have  found  my  nest  in  the  meadow.  There  I  chatter 
all  day.  They  call  me  Bobolink.  Do  you  see  the  eggs  ?  Little 
birds  will  come  by  and  by.     The  good  farmer  spares  our  nest. 


106  Everyday  English 

119.    ORAL   LESSON 

A  PRETTY   THIEF 

Mr.  Lawrence  had  planted  a  few  rows  of  early  sweet  com  in 
the  garden,  and  had  promised  George  and  May  that  they  should 
liave  corn  for  dinner  a  week  before  any  one  else  in  the  neighbor- 
hood. It  was  a  kind  of  corn  that  grew  very  quickly  and  ripened 
earlier  than  the  usual  kinds.  Its  stalks  were  not  tall,  and 
the  ears  grew  low  on  the  stalk,  close  to  the  ground.  They 
began  to  till  out  long  before  the  other  corn  in  the  garden  had 
tasseled. 

The  children  counted  every  ear  and  watched  day  by  day,  that 
they  would  be  sure  to  know  when  the  first  ear  was  large  enough 
to  pick.  There  were  two  ears  larger  tlian  tlie  rest,  and  each  day 
tlie  children  would  call  their  fatlier  and  ask  him  if  they  could 
not  pick  those  ears.  But  each  time  he  would  say,  "No,  we  must 
wait  a  little  longer."  Then  George  and  May  would  go  back 
inider  the  old  poplar  tree  and  feed  the  squirrel  that  lived  in  its 
branches,  or  else  sit  quietly  in  the  shade  and  try  to  imagine  how 
good  the  sweet  corn  would  taste. 

At  last  Mr.  Lawrence  said,  "  All  right,  children,  we'll  pick 
those  two  ears  to-morrow  morning.  You  shall  each  have  one  for 
dinner." 

"  I  choose  the  long  ear,"  cried  George ;  "  it's  the  biggest." 

"Vd  rather  have  the  fat  one,"  said  IMay  ;  "it  has  the  nicest 
silk." 

The  next  morning  they  were  out  in  the  garden  bright  and  early 
to  pick  the  ears.  But  neither  the  long  one  nor  the  fat  one  was 
there !  Each  ear  had  been  picked  by  some  one.  Under  the 
poplar  tree  were  the  husks  in  two  piles,  and  beside  them  the  two 
cobs  with  every  kernel  neatly  picked  off. 

Neither  Mr.  Lawrence,  nor  Henry  the  gardener,  nor  Sarah  the 


A  Squirrel  Story  107 

cook,  nor  any  one  about  the  house  knew  anything  about  the  corn. 
There  had  been  a  thief  about.  That  was  clear,  but  who  was  the 
thief  ?  George  and  May  couhl  not  believe  that  such  a  rascal  had 
been  about  their  poplar  tree. 

"  Kever  mind,"  said  their  father ;  "  there  are  two  more  ears 
large  enough  to  pick  to-morrow." 

On  the  next  day,  however,  those  two  ears  had  been  picked, 
and  their  shucks  and  cobs  were  found  in  the  same  place  as  before 
under  the  poplar  tree.  The  next  day  three  more  ripe  ears  had 
been  taken,  and  it  began  to  look  as  if  George  and  May  wouldn't 
get  any  of  the  early  sweet  corn.  They  were  very  cross  at  the 
thief,  whoever  he  might  be,  and  declared  that  they  would  teach 
him  a  lesson  if  they  could  only  catch  him. 

"  Well,  children,"  said  Mr.  Lawrence  at  supper  that  night, 
"Henry  and  I  have  been  talking  about  your  thief,  and  we  believe 
that  we  know  who  he  is.  If  you  will  go  to  bed  an  hour  earlier 
to-night  so  that  you  can  get  up  wdth  the  sun  to-morrow,  we  will 
try  to  catch  him." 

Although  George  and  May  went  to  bed  an  hour  earlier,  they  lay 
awake  a  long  time  trying  to  guess  who  the  rascal  was  that  had 
stolen  their  corn.  So  they  were  fast  asleep  the  next  morning  when 
their  father  called  to  them,  "  Get  up  quick,  and  look  out  of  the 
south  window ! " 

In  half  a  minute  they  were  up  and  at  the  window.  There  on 
the  lowest  limb  of  the  old  poplar  sat  a  great  gray  squirrel.  He 
held  a  large  ear  of  corn  in  his  paws  and  was  pulling  off  the  husks 
and  throwing  them  on  the  ground  as  fast  as  he  could. 

''The  old  scamp!"  said  George;  "  we've  fed  him  nuts  many  a 
time." 

"  Isn't  he  cunning  ?  "  said  May  ;  "  he's  beginning  to  nibble  the 
kernels." 

Mr.  Squirrel  had  finished  husking  the  corn,  and  was  biting  oif 
the  kernels,  as  neat  as  you  please.     The  early  ears  grew  so  low  on 


108 


Everyday  Englisli 


the   stalk  that,  by  stretching  a  little,  he  had  been  able  to  reach 
them  and  ])r('ak  them  off.     Then  he  had  carried  his  stolen  .goods 

to  the  great  limb,  and  now 
was  having  a  fine  breakfast. 
After  every  bite,  with  his 
sharp  little  teeth,  he  would 
throw  his  head  back  and  look 
as  proud  and  pleased  with 
himself  as  could  be. 

In  fact,  he  made  such  a 
pretty  picture  there  among 
the  green  leaves  in  the  bright 
morning  sun  that  George  and 
May  did  not  feel  very  angry 
at  the  thief,  after  all. 

]^)efore  the  talk  in  the 
class  about  squirrels,  see 
what  you  can  learn  by 
studying  any  squirrels  near  your  home. 

Are  there  any  gray  squirrels  in  your  part  of  tlie  country  ? 
Can  they  run  fast  ?  What  is  the  shape  of  their  tails  ?  What 
does  the  squirrel  do  with  his  tail  when  resting  ?  when  jump- 
ing ?  lias  he  large  or  small  ears  ?  Where  are  his  eyes  placed? 
Wliat  is  peculiar  about  his  upper  lip  ?  Upon  what  does  he 
feed?     What  enemies  has  he? 

Have  you  seen  a  red  squirrel  ?  a  chipmunk  ?  What  can 
you  tell  about  them  ?  In  some  parts  of  the  country  the  gray 
squirrels  make  so  much  trouble  by  eating  the  young  corn 
that  l)oys  are  placed  in  the  cornfields  to  frighten  them  away. 
In  otlier  parts  of  the  country,  in  the  cities  especially,  gray 
squirrels  are  kept  in  the  parks,  and  everybody  feeds  and 
pets  them.     Have  you  any  story  to  tell  about  squirrels? 


1 

■1 

^M 

K^'^ 

<  \-.J!MHIIIi^^^H 

5i 

H^^^^^^HjiftlJKH^^^^^I 

•  Verbs  and  Verb-Groups  109 

There  is  a  well-known  poem,  "  The  Mountain  and  the 
Squirrel,"  by  Ralph  Waldo  Emerson.  Do  you  know  it  ? 
Perhaps  some  one  in  the  class  can  recite  it.  Our  picture  of 
squirrels  is  from  a  painting  by  Sir  Edwin  Landseer,  the 
famous  painter  of  animals. 

Read  the  story  "  A  Pretty  Thief  "  aloud. 


Commit  these  lines  to  memory  : 

He  prayeth  well  who  loveth  well 
Both  man  and  bird  and  beast. 

He  prayeth  best  who  loveth  best 
All  things  both  great  and  small ; 
For  the  dear  God  who  loveth  us, 
He  made  and  loveth  all.  —  Coleridge. 

120.    WRITTEN   LESSON 

Write  in  your  own  words  the  story  "A  Pretty  Thief," 
told  in  Lesson  119.  Be  careful  in  paragraphing,  punctuation, 
and  use  of  quotation  marks. 

121.    LANGUAGE    LESSON 

Every  predicate  contains  a  verb  or  a  verb-group.  Make 
sentences  containing  the  following  verbs  and  verb-groups  : 

Verbs :  ran,  jumped,  swam,  dives,  gives,  gave,  chased,  skated, 
thought,  saw,  were,  was,  taught,  learned. 

Verb-Groups :  have  seen,  may  go,  has  taught,  will  learn,  should 
have  been,  cannot  speak. 

Make  five  sentences,  each  containing  the  plural  of  one 
noun.  What  is  the  subject  and  the  predicate  of  each  sen- 
tence ? 


110  Everyday  English 

122.    ORAL   LESSON 

THE   OLD    GARDEN 

Where  are  the  children?  How  do  you  know?  Tell  all 
tlie  things  that  show  it  is  a  garden.  How  many  different 
kinds  of  flowers  do  you  see?  Are  there  any  trees  in  the 
picture?  What  is  the  boy  doing?  What  is  the  flower  he 
liolds  in  his  hand?  What  colors  has  this  flower?  Have 
you  ever  seen  it  growing?  What  other  flowers  do  you  see? 
What  time  of  day  do  you  think  it  is?  The  pillar  which  the 
girls  are  looking  at  is  a  sun  dial.  The  level  top  has  a  face 
with  numbers  on  it  like  a  clock.  The  pointed  thing  at  the 
top  is  called  a  style.  The  shadow  of  this  style,  falling  on 
the  numbers,  shows  what  time  of  day  it  is.  Have  you  ever 
seen  a  sun  dial?  Do  we  use  the  sun  to  tell  the  time?  What 
ways  of  indicating  time  do  you  know?  How  old  were  you 
when  you  learned  to  tell  the  time  ? 

123.    WRITTEN   LESSON 


MA 


Give  a  description  of  the 
picture  on  the  opposite  page. 
Be  sure  to  tell  everything 
that  you  think  interesting 
in  it.  Tell  what  the  chil- 
dren are  doing  and  how  they 
are  dressed. 

After  your  composition 
lias  been  corrected,  perhaps 
you  can  illustrate  your  story 
with  pencil  or  water-color 
sketches,  and  take  it  home 
to  show  your  parents. 


THE    OLD    UARDEX 


Planning  a  Letter  111 

124.    LANGUAGE   LESSON 

"      VERBS :  NUMBER  AND  TENSE 

As  we  have  seen,  the  verb  is  often  different  in  the  plural 
from  the  singular.  We  say,  he  goes  and  they  go^  the  hoy  runs 
and  the  hoys  run. 

Verbs  also  change  with  the  time  when  the  action  was  done. 
We  say  /  run  notv;  but  I  ran  yesterday,  or  Iran  last  tveek. 
This  way  of  indicating  the  time  of  an  action  we  call  tense; 
and  we  speak  of  the  present  tense,  and  the  past  tense. 

Select  the  present  tense  and  the  past  tense: 

I  slept.  The  lion  roars. 

He  thinks.  We  thought  so. 

The  rain  came.  The  weather  was  fine. 

In  the  letter  in  Lesson  111,  select  the  verbs  and  tell  which 
are  in  the  present  tense  and  which  in  the  past  tense. 

125.    ORAL   LESSON 

PLANNING   A   LETTER 

In  the  talk  to-day  we  are  going  to  prepare  for  a  real  let- 
ter. Every  one  in  the  class  is  to  write  a  real  letter  to  a  real 
person.  The  first  question  to  decide  is,  to  whom  will  you 
write  your  letter  ?  The  second  question  is,  about  what  will 
you  write  your  letter  ?  Think  over  these  two  questions,  and 
have  your  answers  ready. 

In  the  class  each  pupil  will  be  called  on  to  say  to  whom 
his  letter  is  to  be  addressed,  and  then  to  tell  in  a  few  words 
what  he  expects  to  say  in  the  letter.  Does  the  letter  treat 
of  several  topics  ?  Each  topic  should  be  given  a  paragraph 
or  paragraphs.  Make  outlines  or  plans  showing  the  differ- 
ent topics  and  their  order. 


112 


Everyday  English 


12G.    WRITTEN    LESSON 

Write  the  letter  }  on  talked  about  in  Lesson  125.  Be  sure 
that  you  write  the  heading,  address,  salutation,  and  signa- 
ture correctly.  If  you  are  uncertain  al)out  any  of  these, 
turn  to  the  models  in  Lessons  74  and  111.  How  many  top- 
ics are  you  writing  about  ?     Make  each  topic  a  paragraph. 

127.   LANGUAGE    LESSON 

The  letters  written  in  Lesson  126  are  to 
be  exchanged  and  criticised  by  the  pupils. 
Mark  mistakes  with  an   x.  

Be  sure  tliat  you  find  all 
mistakes  in  (1)  capitals,  (2)  punctua- 
tion, (3)  plurals,  (4)  possessives. 

The  letters  are  to  be  returned  to 
the  writers.     Look  your  letter  over 
carefully.     Can  you  tell  what  each  x 
stands  for  ?     If  you  find  a  sentence 
marked    that 
you  are  sure 
has    no    mis- 
take, you  may 
write  the  sen- 
tence on  the 
board.       Can 
any  one   find 
a     mistake, 
then?    Pre- 
serve  these 
letters ;  they  are  not  yet 
ready  for  the  mail  box. 


Writing  a  Letter  113 

128.    ORAL   LESSON 

A  number  of  the  letters  written  in  Lesson  126  are  to  be 
read  aloud.  Each  pupil  is  to  read  his  own  letter.  Read 
very  distinctly,  so  that  ever}^  one  in  the  class  can  under- 
stand . 

Are  there  any  mistakes  in  pronunciation  or  in  the  use  of 
words?     Which  are  the  best  letters  ?     Why? 

For  Lesson  129,  bring  an  envelope  and  a  stamp  to  the 
class.  Be  sure  you  know  how  to  spell  the  name  and  address 
of  the  person  to  whom  your  letter  is  written. 

129.    WRITTEN   LESSON 

On  the  envelope  write  the  name  and  address  correctly. 
Follow  the  models  in  Lessons  83  and  111. 

Now  copy  very  carefully  the  letter  that  you  wrote  in  Les- 
son 126.  Make  sure  that  all  the  mistakes  are  corrected. 
Write  plainly  and  slowly.  Sign  your  name.  Read  the  let- 
ter over.     Is  it  a  good  one  ? 

Now  fold  the  sheet  neatly  and  put  it  in  the  addressed 
envelope.     Mail  the  letter  after  school. 

130.    LANGUAGE   LESSON 

TWO   TROUBLESOME   VERBS 

See,  Saw,  Seen 

Study  carefully  these  sentences,  and  repeat  them  over  and 
over  until  you  are  sure  you  can  use  correctly  the  words  see, 
saw,  seen.  They  are  different  forms  of  the  verb  see.  See  is 
the  present  tense;  saiv  is  the  past  tense;  and  seen  is  used  in 
verb-groups  with  has,  have,  and  had. 


114  Everyday  English 

1.  I  see  the  bird  now.  2.  He  sees  the  nest.  3.  I  have  seen 
him  often.  4.  I  haven't  seen  him  for  several  days.  5.  I  saw 
him  first  a  week  ago.  6.  Has  he  seen  us  ?  7.  Yes,  he  saw  us  a 
moment  ago.  8.  Did  you  see  him,  too?  9.  Now  we  have  both 
seen  him. 

Supply  the  proper  form,  see,  sees,  saw,  seen,  in  the  follow- 
ing sentences: 

1.    I an  oriole  yesterday.     2.    Where  did  you him? 

3.    There,  I him  now.     4.    I  never one  before.     5.    Oh, 

I  have them  many  times.     6.    Have  you  ever a  scarlet 

tanager  ?     7.    No,  but  my  brother  has  them  several  times 

this  summer. 

Do,  Does,  Did,  Done 

Do  is  ])lnral ;  does  is  siug'ular  ;  both  are  in  the  present 
tense.  J^iil  is  both  singular  and  plural  and  is  in  the  past 
tense.  Uo/ie  is  used  in  verb-groups  with  has,  have,  or  had: 
I  have  done  it.     He  has  done  it. 

1.  I  do  my  lessons  in  the  nnn-ning.  2.  Ho  does  his  at  night. 
3.  She  doesn't  do  hers  at  all.  4.  Doesn't  she  like  to  study  ? 
5.  Her  brothers  do,  but  she  doesn't.  6.  I  did  my  example. 
Have  you  done  yours  ?  7.  He  has  done  all  his  examples.  8.  I 
didn't  go  yesterday,  did  you  ? 

Read  these  sentences  over  and  over  until  you  are  sure  you 
can  use  the  words  correctly.  Then  make  three  sentences, 
using  do,  and  three  each  for  does,  did,  and  done. 

After  tliis,  any  errors  in  the  use  of  the  verbs  see  and  do  in 
the  oral  lessons  should  be  corrected  as  soon  as  tlie  speaker 
makes  the  mistake. 

Review  the  drill  in  the  liglit  way  of  saying  things  in 
Lesson  110. 


October's  Bright  Blue  Weather        115 
131.    ORAL   LESSON 

The  poem  on  the  next  two  pages  is  to  be  studied  and 
memorized  in  preparation  foi*  the  Oral  Lesson. 

Read  the  poem  carefully  aloud.  What  is  the  first  stanza 
about  ?  the  last  stanza  ?  What  are  the  other  stanzas  about  ? 
Have  you  seen  bumblebees,  golden-rod,  gentians,  grapes, 
chestnuts,  woodbine,  and  apple  trees  ?  Wliat  do  the  words 
belated,  thriftless,  vagrant  mean  ?  Why  are  they  applied  to 
the  bumblebee  ?  Explain  the  first  two  lines  of  the  third 
stanza.  Why  are  chestnut  burrs  described  as  satin?  Ex- 
plain white-ivinged  seeds,  aftermaths,  lovely  wayside  things^ 
golden  freighting. 

Helen  Hunt  Jackson  was  an  American  writer  who  spent 
most  of  her  life  in  California.  You  should  read  her  poem 
"  September,"  and  compare  it  with  this  one  on  October. 
Other  poems  on  the  months  are  ''  May,"  by  Frank  Dempster 
Sherman;  "July,"  by  Susan  Hartley  Sweet;  "  IVLarch,"  by 
William  Wordsworth.  Do  you  think  that  October  is  the 
best  of  the  months  ? 

How  do  you  like  the  drawing  for  the  poem  in  tliis  book  ? 
If  you  care  to,  you  might  make  with  your  water  colors  an 
ornamental  cover  for  a  booklet  in  which  you  could  copy  the 
poem.  This  would  make  a  nice  Christmas  gift  for  some  one 
at  home. 


OCTOBER' S   BRIGHT   BLUE  WEATHER 

0  suns  and  skies  and  clouds  of  June, 
And  flowers  of  June  together, 

Ye  cannot  rival  for  one  hour 
October's  bright  blue  weather; 

When  loud  the  bumblebee  makes  haste, 

Belated,  thriftless,  vagrant. 
And  golden-rod  is  dying  fast. 

And  lanes  with  grapes  are  fragrant ; 

When  gentians  roll  their  fringes  tight 
To  save  them  for  the  morning. 

And  chestnuts  fall  from  satin  burrs 
Without  a  sound  of  warning ; 

When  on  the  ground  red  apples  lie 
In  piles  like  jewels  shining, 

And  redder  still  on  old  stone  walls 
Are  leaves  of  woodbine  twining ; 


116 


When  all  the  lovely  wayside  things 
Their  white-winged  seeds  are  sowing, 

And  in  the  fields,  still  green  and  fair, 
Late  aftermaths  are  growing; 

When  springs  run  low,  and  on  the  brooks. 

In  idle  golden  freighting. 
Bright  leaves  sink  noiseless  in  the  hush 

Of  woods,  for  winter  waiting; 

When  comrades  seek  sweet  country  haunts, 

By  twos  and  twos  together. 
And  count  like  misers,  hour  by  hour, 

October's  bright  blue  weather. 

0  sun  and  skies  and  flowers  of  June, 
Count  all  your  boasts  together, 

Love  loveth  best  of  all  the  year 
October's  bright  blue  weather, 

—  Helen  Huxt  Jackson. 


117 


118  Everyday  English 

132.    AVRITTEN    LESSON 

Write  from  dictation  the  foUoiving  sentences: 

1.  It  was  May's  birthday,  Saturday,  October  15,  1911. 

2.  "  Come,"  said  May  to  her  brother,  "  let  us  take  a  walk." 

3.  "  All  right,"  he  replied ;  "  we  may  fiud  some  chestnuts." 

4.  In  the  fields  the  pumpkins  were  turning  yellow,  and  in  the 
orchards  the  apples  were  red  on  the  trees. 

5.  The  bumblebee's  gold,  the  woodbine's  scarlet  and  the  grapes' 
purple  were  other  colors  that  we  noticed. 

Rewrite  each  of  the  following  sentences,  using  another 
-word  or  expression  in  place  of  the  one  in  italics,  changing 
the  order  of  the  words  when  necessary.  Underline  the 
subject  of  each  sentence. 

1.  June  cannot  rival  October. 

2.  The  bumblebee  is  a  vayrant  fellow. 

3.  Gay  colored  leaves /aW  quiethj  into  the  brook. 

4.  The  icayside  gentians  curl  their  fringes. 

5.  The  lanes  are  odorous  with  grapes. 

6.  The  bumblebee's  buzz  was  the  only  sound  to  be  heard. 

133.    LANGUAGE   LESSON 

PREFIXES    AND    SUFFIXES 

You  have  often  noticed  that  two  words  are  alike,  except 
that  they  begin  or  end  differently.  We  often  add  a  syllable  to 
the  beginning  or  to  the  end  of  the  w^ord.  We  say  that  apples 
are  ripe,  or  unripe;  or,  that  we  are  going  home,  or  homeward. 
A  .syllable  that  is  put  on  at  the  beginning  of  a  word  is  called 
'd prefix;  a  syllable  at  the  end  of  a  word  is  called  a  suffix. 

Let  us  consider  some  of  these  prefixes  and  suffixes.  Un-  is  a 
prefix  that  means  not;  unripe  menus  not  ripe;  unready  me-dns 


Prefixes  and  Suffixes  119 

not  ready.  Tell  the  meaning  of  the  following  words  :  un- 
willing, unsteady,  unable,  untrue,  unpleasant,  unsafe,  un- 
broken, unknoivn.  How  many  other  words  can  you  think  of 
that  begin  with  un-f 

In-  is  another  prefix  that  often  means  not.  Before  m,  p, 
and  b  it  is  written  im,  before  I  it  is  il,  and  before  r  it  is 
written  ir.  Insincere  means  not  sincere.  Tell  the  mean- 
ing of  the  following  words:  inactive,  impatient,  illegible, 
immovable,  impious,  incomplete,  irrational,  illegal,  impossible, 
inconsistent,  irregular,  irresponsible.  Can  you  think  of  any 
other  words  beginning  with  il-,  im-,  in-,  or  ir-  in  which 
this  prefix  means  not? 

This  same  prefix  often  means  in,  iyito,  on,  or  to.  Indrawn 
means  drawn  in;  inflow  means  that  \\\\\c\i  jioivs  in.  Tell  the 
meaning  of  the  following  words  :  immigrate,  impart,  import, 
imprint,  implant,  inclose,  indent. 

There  are  many  other  prefixes  in  common  use.  Here  are 
a  few  of  them  : 

pre-,  meaning  before,  as  in  prefix,  precede. 

ante-,  meaning  before,  as  in  antedate. 

anti-,  meaning  against,  as  in  antipathy. 

con-,  meaning  together,  as  in  congi-ess,  convene. 

extra-,  meaning  beyond  or  outside,  as  in  extraordinary. 

fore-,  meaning  before,  as  in  foresee,  foretell. 

re-,  meaning  bach  or  again,  as  in  ret^irn,  reteM. 

A  suffix  is  a  syllable  added  to  the  end  of  a  word  :  happy, 
happiness ;  home,  homelike;  swift,  swiftly;  act,  action.  Two 
common  suffixes,  meaning  one  that,  are  -er  and  -or,  as  in 
walker,  sailor. 

It  is  a  good  habit  to  note  how  words  are  formed.  It  al- 
ways helps  you  to  remember  how  to  spell  them,  and  it  often 
helps  you  to  get  at  their  meaning. 


120  Everyday  English 

134.    ORAL   LESSON 

ABRAHAM  LINCOLN 

Abraham  Lincoln  was  i)resident  of  the  United  States  in 
the  time  of  its  greatest  trial,  during  the  terrible  Civil  War 
between  North  and  South.     No  leader  of  a  nation  ever  had 


Statue  in  Lincoln  Park,  Chicago,  hy  St.  Gaudens. 

heavier  duties  or  graver  cares.     Lincoln  accomplished  the 
duties  of  his  leadership  with  an  ability  and  wisdom  that 


Abraham  Lincoln  121 

have  marked  liim  as  one  of  the  greatest  men  of  the  world's 
history.  In  spite  of  the  burden  of  the  long  years  of  war,  he 
remained  unselfish,  generous,  sympathetic,  and  tender- 
hearted as  a  child.  Wlien  the  war  was  over,  and  he  was 
planning  "with  malice  toward  none,  with  charity  for  all,  to 
bind  up  the  nation's  wounds,"  his  noble  life  was  suddenly 
ended  by  an  assassin's  bullet.  Perhaps  no  man  was  ever 
better  loved  or  more  deeply  mourned. 

Every  child  should  know  some  of  the  facts  of  Lincoln's 
life;  of  his  boyhood  struggle  with  poverty,  his  earnest  effort 
for  an  education,  his  success  as  a  lawj^er  and  statesman,  his 
lofty  patriotism,  his  many  deeds  of  sympathy  and  kindness. 
Incidents  in  his  life  and  traits  of  his  character  should  be 
discussed  in  the  class.  There  are  biographies  of  Lincoln, 
suitable  for  boys  and  girls,  by  Horace  Scudder  (Houghton), 
Ida  Tarbell  (McClure),  and  Norman  Hapgood  (Macmillitn). 

Here  is  Lincoln's  own  modest  account  of  his  life  from 
eight  to  twenty-one. 

My  father,  at  the  death  of  his  father,  was  but  six  years  of 
age,  and  he  grew  up  literally  without  education.  He  removed  fro)u 
Kentucky  to  what  is  now  Spencer  County,  Indiana,  in  mj  eighth 
year.  We  reached  our  new  home  about  the  time  the  State  came 
into  the  Union.  It  was  a  wild  region,  with  many  bears  and  other 
wild  animals  still  in  the  woods.  There  I  grew  up.  There  were 
some  schools,  so  called,  but  no  qualification  was  ever  required  of 
a  teacher  beyond  "readin',  writin',  and  cipherin'"  to  the  rule  of 
three.  If  a  straggler  supposed  to  understand  Latin  happened  to 
sojourn  in  the  neighborhood,  he  was  looked  upon  as  a  wizard. 
There  was  absolutely  nothing  to  excite  ambition  for  education. 
Of  course,  when  I  came  of  age,  I  did  not  know  much.  Still,  some- 
how, I  could  read,  write,  and  cipher  to  the  ride  of  three,  but  that 
was  all.     I  have  not  been  to  school  since.     The  little  advance  I 


122  Everyday  English 

now  have  upon  this  store  of  education  I  have  picked  up  from  time 
to  time  under  the  pressure  of  necessity. 

I  was  raised  to  farm  work,  which  I  continued  till  I  was 
twenty-two.  At  twenty-one  I  came  to  Illinois,  Macon  County. 
Then  I  got  to  New  Salem,  at  that  time  in  Sangamon,  now  in 
!Menard  County,  where  I  remained  a  year  as  a  sort  of  clerk  in  a 
store. 

135.    WRITTEN   LESSON 

Write  a  composition  on  Abraham  Lincoln.  Divide  the 
composition  into  three  parts,  giving  one  paragraph  to  each 
of  these  parts. 

1.  Lincoln's  boj'hood. 

2.  Lincoln's  public  life. 

3.  Lincoln's  character. 

This  division  into  parts  is  what  is  called  an  outline.  Out- 
lines are  useful  in  writing  and  speaking.  They  help  ns  to 
keep  our  thoughts  in  order.  Each  part  or  division  of  an 
outline  is  called  a  head :  there  are  three  heads  in  our 
outline. 

136.    LANGUAGE    LESSON 

DOUBLE  NEGATIVES 

Simple  Simon  met  a  pieman  going  to  the  fair. 
Said  Simple  Simon  to  the  pieman,  "Let  me  taste  your  ware." 
Said  the  pieman  to  Simple  Simon,  "  Show  me  first  your  penny." 
Said  Simjjle  Simon  to  the  pieman,  "Indeed,  I  have  not  any," 

Study  the  i)unctuation  and  quotation  marks  U!itil  you  can 
write  correctly  from  memory.  It  is  Simple  Simon's  last 
remark  that  is  important  for  our  language  lesson.     Suppose 


-■  Double  Negatives  123 

he  had  said,  "  I  have  no  penny,"  or  "  I  have  none."  His 
meaning-  would  have  been  the  same  as,  "  I  have  not  any.'' 

No  means  7iot  any.  None  means  not  one.  Nobody  means 
not  anybody.     Nothing  means  not  anything. 

Suppose,  however,  that  Simon's  grammar  had  been  as 
poor  as  his  purse,  and  he  had  said,  "  I  haven't  no  penny," 
or  "I  haven't  none."  What  nonsense  that  would  have 
been  !  "  I  haven't  no  penny  "  =  "  I  have  not  not  any 
penny." 

Never  use  no  or  none,  or  nobody  or  nothing  after  not. 

In  the  following  sentences  those  in  the  first  column  have 
not.,  to  be  followed  by  any.,  any  one,  anybody,  anything.  In 
the  second  column  the  words  lacking  are  no,  none,  nobody, 
nothing.  Fill  the  blanks  so  that  both  sentences,  1,  2,  3,  etc., 
shall  have  the  same  meaning  : 

1.  I  haven't time.  I  Lave time. 

2.  I  do  not  want presents.     I  want presents. 

3.  I  don't  know body.  I  know body. 


4.  I  haven't  done .  I  have  done 

5  He  doesn't  care  for .  He  cares  for 

6.  You  haven't  seen .  You  have  seen  — 

7.  He  would  not  say .  He  would  say  — 

8.  We  shall  not  expect .  We  shall  expect 


Read  over  each  column,  filling  in  the  blanks.  When  the 
teacher  reads  one  sentence,  write  the  second  sentence  hav- 
ing the  same  meaning. 

Explain  the  negatives  in  these  lines  from  the  old  song 
"The  Miller  of  Dee": 

And  this  the  burden  of  his  song 
Forever  used  to  be, 
"  I  envy  no  one,  —  no,  not  I ! 
And  no  one  envies  me  !  " 


124  Eveiydiiy  English 

137.    ORAL   LESSON 

A  PICTURE   STORY 

Look  at  the  pictures  on  this  and  the  opposite  page.  Do 
they  suggest  a  story?  In  the  first 
picture  where  is  the  rabbit?  in  the 
woods  or  in  a  garden?  Wliat  is  he 
doing?  What  do  you  suppose  is  hap- 
pening on  the  other  side  of  the  cold- 
frame?  Suppose  there  is  a  dog  coming 
through  the  garden ;  can  he  see  the 
rabbit?  What  will  happen  when  the 
dog  comes  round  the  corner?  What 
is  happening  in  the  second  picture? 
Where  is  the  rabbit  going?  Where  is 
his  home?  How  far  away  is  it?  What 
fields  must  he  cross?  Does  he  go 
through  any  fences?  over  any  stone  walls?  Has  the  rabbit 
a  wife  and  children  waiting  for  him  at  home  ?  Imagine  the 
story  of  the  chase,  and  describe  any  narrow  escapes  the  rab- 


bit  has.      Tell  how  the  dog  feels  as  he  is  shown  in  the  tliird 
picture,    and    how    the    rabbit   feels    as    lie    appears    in    the 


A  Picture  Story 


125 


fourth  picture.  What 
to  the  end  of  the  story  ? 
Find  a  title  for  the 
story  and  names  for  the 
dog  and  the  rabbit. 
Several  children  may 
tell  the  stor}^  and  we 
will  see  how  many  dif- 
ferent things  the  pic- 
ture can  suggest.     Or, 


does   the  fifth   picture  tell   you   as 


three  pictures.     Perhajjs 
as  the  rabbit  would  tell  i 


one  pupil  may  tell  the  story 
as  far  as  it  is  suggested  by  the 
first  picture ;  another  may 
continue  the  story  for  the  sec- 
ond picture  ;  and  another  may 
complete  the  story,  following 
the  suggestions  of  the  last 
some  pupil  can  tell  the  whole  story 
t  to  the  little  ones  in  the  burrow. 


120  Everyday  English 

138.    WRITTEN   LESSON 

Write  the  story  of  the  dog  and  liis  rabbit  hunt.  Decide 
how  many  paragrai)hs  you  will  have  and  wliat  each  will  tell 
about.  You  may  tell  the  story  as  it  seemed  to  the  dog,  or 
to  the  rabbit,  or  to  an  onlooker.  After  the  compositions 
are  written  read  some  of  them  aloud.  See  whether  the  sen- 
tences are  all  good.  If  there  are  any  bad  sentences,  have 
them  corrected  on  the  board.  The  best  of  these  stories  may 
be  put  in  the  class  story  book. 

139.    LANGUAGE   LESSON 

REVIEW 

Select  all  the  nouns,  pronouns,  and  verbs  in  the  fable  in 
Lesson  37. 

State  whether  each  noun  or  pronoun  is  singular  or  plural. 

Give  the  possessive  singular  and  plural  of  each  noun. 

Make  five  sentences,  each  containing  the  plural  of  one 
noun  and  the  past  tense  of  one  verb. 

Select  all  the  nouns,  pronouns,  and  verbs  in  one  of  the 
stories  written  in  Lesson  138. 

140.    ORAL    LESSON 

THE   BIRD    SHOP 

Isn't  this  picture  full  of  stories?  Who  can  tell  the  story 
of  those  great,  gorgeous  parrots?  Where  were  they  born? 
How  did  they  live  in  the  forest?  How  were  they  captured? 
How  far  did  they  travel  before  they  came  to  the  United 
States?  What  adventures  did  they  have  before  they  reached 
the  bird  shop?  How  do  they  live  there?  Can  they  talk? 
If  he  could  talk  as  well  as  you  can,  what  a  story  Mr.  Parrot 
would  tell  to  the  girl  in  the  picture  !     There  are  many  other 


THE    BIRD    SHOP 


Punctuation  127 

birds  in  the  bird  shop  besides  the  parrot.  How  man}'-  birds 
do  you  know  by  sight?  How  many  can  you  recognize  by 
their  songs?  There  must  be  a  canary  in  the  bird  shop;  can 
you  tell  its  story?  And  what  is  the  story  of  the  goldfish? 
What  is  the  boy  trying  to  teach  the  puppies  ?  They  don't 
look  as  if  they  were  learning  very  fast  or  as  if  they  had  much 
of  a  story  to  tell.  Their  stories  are  in  the  future.  Suppose 
the  boy  buys  one  of  the  puppies  for  a  pet ;  can  you  imagine 
the  story  of  that  puppy  from  the  time  he  leaves  the  shop 
until  he  becomes  a  big  dog?  We  are  sure  that  some  kind 
and  thoughtful  children  will  buy  the  rabbits  and  will  take 
good  care  of  them.  But  even  so,  they  are  likely  to  have 
some  adventures  to  relate.  Perhaps  you  have  some  pets  that 
you  can  tell  stories  about.  Can  you  imagine  a  story  about 
the  boy  or  the  girl  in  the  picture,  how  they  came  to  the 
bird  store  and  what  they  are  going  to  buy?  Or,  will  you  tell 
a  story  about  the  old  man  who  keeps  the  store?  He  must 
have  a  whole  library  of  animal  stories  under  his  skull  cap. 
For  the  oral  lesson  as  many  children  as  time  permits  are 
to  tell  stories  suggested  by  our  picture.  Before  you  begin, 
arrange  a  brief  outline  in  your  mind. 

141.    WRITTEN    LESSON 

Write  a  story  suggested  by  the  picture  in  Lesson  140. 
It  will  be  interesting  to  see  how  many  stories  the  picture 
has  suCTPfested  to  different  members  of  the  class. 

142.    LANGUAGE   LESSON 

PUNCTUATION 

Punctuation  is  used  to  aid  the  eye  of  the  reader.  It 
would  be  very  difficult  to  read  a  page  without  any  punctua- 
tion marks.     You  could  not  tell  when  one  sentence  ended 


128  Everyday  English 

;ind  another  began.  The  period  and  question  mark  show 
a  complete  break  in  the  sense.  The  sentence  is  ended ;  the 
i-eader  pauses.  The  comma  is  used  to  mark  shorter  pauses 
and  less  abrupt  breaks  in  the  sense.  It  is  used  to  separate 
words,  or  to  show  a  slight  pause  or  a  change  in  the  sense,  or 
an  omission  of  a  word.  We  have  seen  several  uses,  illus- 
trated in  the  following  sentences.  Can  you  give  the  rules? 
(See  Lesson  100.) 

Come,  John,  we  are  ready  to  go. 

Yes,  he  is  here. 

James  said,  "I  will  go." 

For  Christmas  he  had  a   tool  chest,  a  sled,  and  a  necktie. 

In  all  these  cases  some  words  are  separated  by  commas 
from  others.  Often  one  part  of  a  sentence  must  be  sepa- 
rated from  the  rest,  or  the  meaning  may  be  misunderstood. 
Examine  the  following  sentences.  Are  two  meanings  pos- 
sible ?     Where  should  a  comma  be  placed  ? 

Frank  shot  a  crow  and  his  father  and  mother  praised  him. 
When  the  clock  struck  William  John  Davis  started  for  home. 

Always  look  over  your  compositions  and  decide  whether 
commas  are  needed  to  make  the  sense  clear. 

The  semicolon  is  used,  like  the  comma,  to  separate  parts 
of  the  sentence  from  other  parts,  but  it  shows  a  more  marked 
separation,  or  a  longer  pause  than  the  comma.  Turn  to 
Lesson  76  and  see  how  semicolons  are  used  there. 

The  colon  is  used  in  the  salutation  of  a  letter  and  before 
a  series  of  words.     Notice  the  colon  in  Lesson  75. 

The  hyphen  (see  Lesson  100)  is  used  between  syllables  of 
a  word  when  one  i)art  of  the  word  comes  at  the  end  of  one 
line  and  the  other  part  comes  on  the  next  line.  It  is  also 
used  in  compound  words,  as  threshing-maehine,  verb-group. 


Proverbs  1 29 

143.    ORAL   LESSON 

PROVERBS 

Most  of  the  common  proverbs  are  very  old.  In  fact,  people 
made  proverbs  before  they  knew  written  language.  They  are  found 
among  the  savage  and  ignorant  tribes  of  Africa  and  Asia,  although, 
strangely  enough,  not  among  the  American  Indians.  Each  proverb 
states  in  a  few  words  the  result  of  much  thinking  and  experience. 
When  we  say,  "Haste  makes  waste,"  we  are  merely  repeating 
what  people  learned  thousands  of  years  ago  and  have  found  to  be 
true  in  every  generation  since  then.  A  proverb  is  always  short, 
and  it  often  uses  some  particular  instance  or  example  to  point  a 
general  lesson.  Thus  when  we  say,  "A  new  broom  sweeps 
clean,"  we  mean  that  any  new  tool  does  its  work  more  thoroughly 
than  an  old,  or  that  a  new  person  at  any  job  is  likely  to  be  more 
thorough  for  a  time  than  the  person  who  preceded  him.  Some- 
times, indeed,  a  proverb  has  several  slightly  different  meanings. 

In  Lesson  78  tlie  proverb  "Haste  makes  waste"  was  illus- 
trated by  a  few  sentences;  and  in  Lesson  72  a  short  story  illus- 
trated the  proverb  "  Every  cloud  has  a  silver  lining."  Explain 
the  meaning  or  give  examples  to  illustrate  these  proverbs. 

A  friend  in  need  is  a  friend  indeed. 
Handsome  is  that  handsome  does. 
A  stitch  in  time  saves  nine. 
He  laughs  best  who  laughs  last. 
A  rolling  stone  gathers  no  moss. 
A  barking  dog  seldom  bites. 
Willful  waste  makes  woeful  want. 

Many  proverbs  and  familiar  expressions  seem  to  be  re- 
membered because  of  the  rhyme  or  alliteration.  Perhaps 
your  teacher  will  explain  alliteration. 

How  many  proverbs  do  you  know? 

K 


130  Everyday  English 

144.    WRITTEN    LESSON 

Write  a  story  illustrating  the  meaning  of  one  of  the  prov- 
erbs in  Lesson  143  or  of  some  other  proverb  that  you  select. 
Underline  all  the  verbs  or  verb-groups  in  your  composition. 

145.    LANGUAGE    LESSON 

SIMPLE   SUBJECT,    SIMPLE   PREDICATE,    MODIFIERS 

As  we  have  seen,  every,  sentence  can  be  divided  into  its 
complete  subject  and  complete  predicate.  Li  every  com- 
plete subject,  the  main  word,  either  a  noun  or  a  pronoun,  is 
called  the  subject  word,  or  the  simple  subject.  In  every 
complete  predicate,  the  main  word,  a  verb  or  verb-group, 
is  the  sim[)le  predicate.  The  simple  subject  is  the  word 
that  tells  wliom  or  what  we  are  talking  about.  The  simple 
])redicate  is  the  verb  that  tells  something  about  the  subject. 
In  the  following  sentences  the  vertical  line  separates  the 
complete  subject  from  the  complete  predicate.  The  simple 
subject  and  the  simple  predicate  are  printed  in  italics. 

1.  The  great  Ilcrcule.s  \  came  at  last  to  the  garden  of  Hesperides. 

2.  Famous  golden  apples  \  grew  on  a  tree  in  the  garden. 

3.  The  deeds  of  Hercules  |  were  Icnoum  all  over  the  world. 

4.  With  his  club  and  lion's  skin,  he  \  marched  straight  on. 

In  each  sentence  the  complete  subject  is  composed  of  the 
simple  subject  (a  noun  or  pronoun)  and  words  wliich  describe 
or  modify  it.     These  are  called  modilicrs. 

Each  complete  predicate  is  composed  of  the  simple  predicate 
(a  verb  or  verb-gi'ou[))  and  its  niodiliers. 

Select  the  simple  subjects  and  simple  predicates  in  the 
sentences  in  Lesson  106. 

The  simple  subject  of  a  sentence  is  a  noun  or  pronoun. 

The  simple  predicate  of  a  sentence  is  a  verb  or  verb-group. 


The  DafFodils  131 

146.    ORAL   LESSON 

THE   DAFFODILS 

I  wandered  lonely  as  a  cloud 

That  floats  on  high  o'er  vales  and  hills, 

When  all  at  once  I  saw  a  crowd, 

A  host,  of  golden  daffodils  ; 

Beside  the  lake,  beneath  the  trees, 

Fluttering  and  dancing  in  the  breeze. 

Continuous  as  the  stars  that  shine 
And  twinkle  on  the  milky  way, 
They  stretched  in  never-ending  line 
Along  the  margin  of  a  bay  : 
Ten  thousand  saw  I  at  a  glance, 
Tossing  their  heads  in  sprightly  dance. 

The  waves  beside  them  danced ;  but  they 

Out-did  the  sparkling  waves  in  glee : 

A  poet  could  not  be  but  gay 

In  such  a  jocund  company  : 

I  gazed  —  and  gazed  —  but  little  thought 

What  wealth  the  show  to  me  had  brought : 

For  oft,  when  on  my  couch  I  lie 
In  vacant  or  in  pensive  mood. 
They  flash  upon  that  inward  eye 
Which  is  the  bliss  of  solitude ; 
And  then  my  heart  with  pleasure  fills, 
And  dances  with  the  daffodils. 

William  Wordsworth. 

What  is  the  meaning  of  sprightly,  jocund,  pensive,  solitude? 
Note  the  order  followed  by  the  poet.  The  first  and  second 
stanzas  describe  the  daffodils  as  lie  saw  them.     The  third, 


132  Evervdav  Kno:lisli 

stanza  tells  how  he  felt  about  them.  The  fourth  stanza  tells 
how  the  picture  of  the  daffodils  reappears  in  memory  and 
brings  anew  its  lesson  of  joy.  Note  the  picture  that  the  poem 
brings  to  the  mind,  to  the  "  inward  eye."  Describe  the  pic- 
ture you  receive  from  the  first  two  lines.  Give  the  picture 
of  the  daffodils  along  the  lake.  How  do  you  see  the  waves  ? 
Note  the  words  that  aid  in  giving  a  picture  of  movement 
among  the  flowei's :  fluttering^  dancing,  twinkle,  tossing^ 
sprightly.  Some  of  these  words  and  some  others  in  the 
poem  help  to  give  the  feeling  of  joy.  What  are  they?  What 
words  help  in  showing  us  what  a  great  crowd  of  daffodils 
there  were  ?  What  is  "  a  pensive  mood,"  "  the  inward  eye," 
"  the  bliss  of  solitude  "  ?     Commit  the  poem  to  memory. 

William  Wordsworth,  one  of  the  greatest  English  poets, 
often  wrote  about  flowers,  birds,  animals,  and  children. 
Some  of  his  poems  that  you  should  read  are :  "  We  are 
Seven,"  "  The  Pet  Lamb,"  "  To  the  Cuckoo,"  "  The  Green 
Linnet,"  "To  a  Butterfly,"  "The  Daisy,"  "Lucy  Gray," 
"  The  Reverie  of  Poor  Susan." 

147.    WRITTEN    LESSON 

Write  a  composition  following  this  outline.     Your  teacher 
will  change  the  outline  to  suit  the  place  and  season. 
What  I  see  on  my  Walk  to  School: 
(1)  Flowers.     (2)  Trees.     (3)  Birds.     (4)  Other  Animals. 

148.    LANGUAGE    LESSON 

Some  of  the  compositions  written  in  Lesson  147  are  to  be 
read  aloud  in  the  class.  The  teacher  will  select  from  these 
compositions  simple  declarative  sentences  which  are  to  be 
analyzed.  In  each  sentence  select  the  simple  subject  and  its 
modiliers,  and  the  simple  predicate  and  its  modifiers. 


Modifiers  133 

149.    ORAL  LESSON 

YOUR   STATE 

Have  you  studied  in  geography  about  the  state  in  which 
you  live  ?  What  are  its  boundaries?  its  rivers?  its  moun- 
tains ?  its  lakes  ?  Has  it  any  famous  natural  wonder,  like 
Niagara  Falls,  or  the  Yosemite  Valley  ?  What  can  you  tell 
about  its  soil,  its  products,  its  industries  ?  How  far  have 
you  traveled  in  your  state  ?  What  are  its  chief  cities  ? 
What  are  the  industries  of  each  ?  Locate  each.  How  would 
you  go  to  get  from  your  state  to  New  York  ?  to  Chicago  ? 
to  New  Orleans?  to  San  Francisco?  Wliat  have  we  talked 
about  in  this  lesson  which  would  make  a  good  topic  for  a 
written  composition?  Is  there  some  river  or  lake  you  could 
describe?  or  some  city?  or  some  journey?  Or  you  may  tell 
a  story  of  the  early  settlement  or  history  of  your  state. 

150.    WRITTEN   LESSON 

Write  a  composition  on  a  topic  selected  from  Lesson  149. 
At  the  close  of  your  composition,  at  the  foot  of  the  page, 
write  the  name  of  a  state  (not  your  own)  which  you  have 
studied  in  geography,  and  which  you  can  write  a  composition 
about  later  on.     (Lesson  153.) 

Lessons  149,  150,  152,  153,  may  be  used  in  connection  with 
the  class  work  in  geography. 

151.    LANGUAGE   LESSON 

MODIFIERS 

Review  Lesson  145. 

Notice  the  difference  in  meaning  in  the  following  : 

1.  Dogs.  3.   The  black  dogs. 

2.  The  dogs.  4.    The  black  dogs  in  our  yard. 


184  Everyday  l^^ii^lisli 

Dogs  is  a  noun  that  names  all  dogs.  The  words  the^  hIacJc, 
in  our  yard,  modify  and  add  to  the  meaning  of  doya.  They 
are  called  moditiers. 

Su2i])ose  we  wish  to  make  a  statement  about  these  dogs. 
We  shall  need  a  verb  —  hark.  Notice  the  differences  in 
meaning  in  the  following  sentences: 

1.  The  black  dogs  in  our  yard  bark. 

2.  The  black  dogs  in  our  yard  bark  loudly. 

3.  The  black  dt^gs  in  our  yard  bark  loudly  every  night. 

The  words  loudly  and  every  niyht  modify  or  add  to  the 
meaning  of  the  word  bark.     They  are  called  modifiers. 

Make  sentences  witli  the  following  modifiers  of  the  sim[)le 
subject. 

1.  pretty  4.   little,  black 

2.  red,  on  the  bush  5.    in  the  water 

3.  loud,  iu  tl>c  schoolroom  ("».    The  old 

What  is  the  complete  suhject  in  each  sentence  ? 

Make  sentences  with  the  following  modihers  of  the  simple 
predicate: 

1.  politely  4.   in  a  hurry 

2.  at  half-past  four  5.    in  !Xew  York 

3.  while  the  sun  shines  0.    for  an  hour 

What  is  the  complete  predicate  in  cacli  sentence? 

Modifiers  are  words  which  modify  or  limit  the  meaning  of 
other  words. 

The  simple  subject  and  its  modifiers  make  the  complete 
subject  of  a  sentence. 

The  simple  predicate  and  its  modifiers  make  the  complete 
predicate  of  a  sentence. 


The  States 


135 


152.    ORAL    LESSON 


THE   STATES 


How  many  stars  are  there  in  the  flag  ?  What  does  each 
star  represent  ?  How  many  states  are  there  ?  In  Lesson 
150  you  selected  a  state  that  you  would  like  to  write  about. 
If  every  one  wrote  about  a  different  state,  we  should  have  an 
account  of  nearly  the  whole  United  States.  How  many 
states  were  there  when  the  United  States  first  became  an 
independent  nation  ?  How  many  stars  were  there  in  the 
flag  ?  Where  were  these  states  located  ?  Who  lived  in  the 
rest  of  the  ccuntry?  Were  there  any  cities  west  of  the 
Alleghany  Mountains  ?  any  railroads  ?  Can  you  tell  any- 
thing about  the  settlement  of  the  country?  What  is  the 
difference  between  a  state  and  a  territory  ?  What  terri- 
tories are  there  ?  What  islands  are  in  the  possession  of  the 
United  States  ?  Can  you  give  an  outline  of  the  composi- 
tion you  are  going  to  write  about  a  state?  What  will  you 
speak  of  first?  second  ?  A  few  outlines  may  be  put  on  the 
V)oard. 


136  Everyday  English 

153.    WRITTEN   LESSON 

Write  a  composition  of  two  or  three  paragraphs  about  the 
state  which  you  selected. 

154.    LANGUAGE   LESSON 

Some  of  the  compositions  written  in  Lesson  153  are  to  be 
read  in  the  class.  After  a  composition  is  read,  the  class  may 
indicate  the  main  ideas  or  the  outline  of  the  composition. 
Are  the  paragraph  divisions  correct  ?  Did  you  notice  any 
mistakes  in  the  use  of  words  or  sentences  ?  Was  the  com- 
position clear  at  every  point  ? 

155.    ORAL   LESSON 

,    CORN 

When  the  New  World  was  discovered,  the  Europeans  found  in 
use  among  the  Indians  here  three  plants  that  were  xmknown  in 
Europe.  These  were  tobacco,  potatoes,  and  Indian  corn,  or  maize. 
All  of  them  are  now  cultivated  extensively  throughout  the  civi- 
lized world.     Each  of  them  is,  in  many  regions,  the  principal  crop. 

Corn  is  grown  in  nearly  every  part  of  the  United  States ;  and 
our  annual  crop  is  nearly  three  thousand  million  bushels.  In 
the  great  fertile  valley  of  the  Mississippi,  in  Illinois,  Indiana, 
Missouri  and  other  states  —  there  are  hundreds  of  thousands  of 
acres  planted  in  corn  every  year.  Corn  is,  indeed,  in  many  of 
these  sections,  the  staple  crop ;  that  is,  the  crop  upon  which  the 
farmers  mainly  depend.  They  use  it  to  feed  their  horses,  their 
cattle,  and  their  hogs,  and  they  sell  it  in  large  quantities.  It  is  a 
food  for  human  beings  also.  The  meal  can  be  made  into  whole- 
some and  palatable  breads  and  cereals,  and  the  whole  grain  is 
often  used  as  hominy  or  samp.  No  more  valuable  legacy  was 
left  us  by  the  Indians. 


Corn 


137 


The  growing  of  corn  is  a  very  interesting  process.  The  soil 
mvist  be  very  fertile.  In  the  early  spring  as  soon  as  the  ground 
grows  dry  and  warm,  it  is  plowed  and  harrowed  until  it 
is  well  pulverized.  Then  the  corn  is  planted,  by  hand  or 
by  machine,  in  furrows  about  two  or  three  feet  apart. 
The  seeds  are  carefully  selected  from  the  biggest  and  best  ears  of 
the  corn,  and  not  from  the  ends 
of  the  ear. 

In  about  a  w^eek  after  plant- 
ing, the  ground  begins  to  crack 
over  the  seeds,  and  soon  the  tiny 
round  yellow^  shoots  of  the  corn 
burst  through.  These  turn 
green,  and,  as  they  push  up- 
ward, open  into  two  long  leaves,  shaped  at  first  like 
a  pointed  finger  tip  and  later  like  a  broad  blade  of 

grass.  When  the  stalks  are 
well  advanced,  six  inches 
high  or  more,  the  ground 
must  be  cultivated  between 
the  furrows,  by  hoe,  or  plow, 
or  cultivator.  This  process, 
which  is  repeated  at  inter- 
vals of  several  weeks  until 
the  corn  has  grown  tall, 
serves  not  only  to  keep  down 
the  weeds,  but  also  to  keep 
the  moisture  in  the  soil. 

Within  three  or  four 
months  after  planting  the 
corn  has  reached  its  full 
height,  —  from  six  to  fifteen 
feet,  according  to  the  kind 


138  Everyday  English 

of  corn,  the  soil,  and  the  temperature.  Being  a  warm  weather 
plant,  it  grows  best  where  there  is  abundant  sunshine.  Under  a 
gray  sky,  like  that  of  Great  Britain,  it  will  not  thrive.  It  does 
best  under  brilliant  skies  like  those  of  Italy  or  the  United  States. 

Tell  about  the  growing  of  corn,  potatoes,  tobacco,  cotton, 
or  some  other  crop  that  you  know  about. 
Do  you  know  Whittier's  "  Corn  Song  "  ? 

156.    WRITTP]N   LESSON 

SENTENCE   BUILDING 

Make  sentences  using  one  of  the  following  nouns  in  each 
subject.     Add  to  that  noun  at  least  one  modifier. 

Example  :  Balloon.  The  great  balloon  rose  (piietly  from  the 
earth. 

corn  United  States 

cotton  Italy 

hills  Mississippi 

ears  potatoes 

plow  furrow 

Make  sentences,  using  one  of  the  following  verbs  in  eaeh 
predicate,  with  some  modifiers  : 

Example  :  Scamper.  Away  scampered  all  the  mischievous 
youngsters. 

jdant  are  produced 

feed    ,  Avill  throw 

select  may  be  going 

cultivate  can  find 

Make  sentences  using  one  of  the  following  modifiers  in 
each  sentence  :  golden^  sparkling^  jocund,  gay,  vacant,  pen- 
sive, continuous,  sprightly,  inward.  Where  have  you  seen 
these  adjectives  before? 


Adjectives  139 

157.    LANGUAGE    LESSON 

ADJECTIVES 

Look  at  these  expressions :  a  brave  girl,  a  gray  squirrel, 
the  tallest  building,  the  merry  music.  Girl^  squirrel,  build- 
ing, music,  are  nouns.  The  other  words,  brave,  gray,  tallest, 
merry,  are  modifiers  (Lesson  151).  They  add  to,  or  modify, 
the  meaning  of  the  nouns.  Each  goes  with  a  noun.  They 
are  adjectives.  Words  that  add  meaning  to  nouns  or  pro- 
nouns are  called  adjectives. 

Sometimes  an  adjective  is  next  to  its  noun ;  as.  The  tall 
boy.  Sometimes  it  is  separated  from  its  noun  ;  as.  The  boy 
seems  to  me  very  tall.  But  the  adjective  always  adds  some- 
thing to  the  meaning  of  its  noun  or  pronoun.  Turn  to  the 
poem,  "  The  Land  of  Counterpane,"  Lesson  46.  The  adjec- 
tives in  that  poem  are:  sick,  two,  happy,  leaden,  different,  great, 
still,  pleasant.     With  what  nouns  or  pronouns  do  they  belong ? 

A,  an,  and  the  are  adjectives,  but  they  are  often  called 
articles.      They  are  very  small,  but  very  necessary  articles. 

Select  the  simple  subject  and  the  adjectives  that  modify 
it  in  the  following  sentences  : 

1.  The  tall,  homely  man  was  Abraham  Lincoln. 

2.  His  next  visitor  had  forced  her  way  past  the  doorkeeper. 

3.  This  sweet-faced  little  woman  had  come  all  the  way  from 

Ohio  to  beg  for  the  life  of  her  son. 

4.  The  poor  boy  had  fallen  asleep  at  his  post. 

5.  The  kind  and  patient  president  listened  to  her  story. 

6.  A  few  words  were  written  on  a  piece  of  paper. 

7.  His  sad  face  lightened  with  a  smile. 

8.  That  little  piece  of  paper  was  a  pardon  for  the  boy. 

A  word  used  to  add  something  to  the  meaning  of  a  noun  or 
pronoun  is  an  adjective. 


140  Everyday  English 

15H.    ORAL    LESSON 

ROBERT  E.   LEE 

In  any  list  of  great  Americans  the  name   of   Robert  E. 
Lee  must  take  a  high  phice.     The  Civil  War  tested  men's 

abilities  and  characters  as  has 
no  other  period  in  our  histoi-y. 
Lincoln  was  the  greatest  man 
whom  that  war  revealed  in  the 
North,  and  Lee  was  unques- 
tionably the  greatest  South- 
erner. In  many  respects  he 
and  Lincoln  were  very  differ- 
ent. Lee  was  a  remarkably 
handsome,  dignified  man, 
finely  educated,  and  from  one 
of  the  most  distinguished 
American  families.  Lincoln 
was  homely  and  awkward,  with 
almost  no  schooling,  and  with 
none  of  the  advantages  that  family  and  culture  bring.  But 
Ijoth  men  were  alike  in  their  modesty,  unselfishness,  and  de- 
votion to  duty.  Lee  was  a  great  general,  Lincoln  a  great 
statesman  ;  and  both  were  great  in  character  as  well  as 
ability.  Every  one  who  knew  General  Lee  loved  and  ad- 
mired him.  Every  one  knew  that  it  would  be  impossible 
for  him  to  do  anything  mean,  cowardly,  dishonest  or  selfish. 
Now,  many  years  after  the  great  war,  men  of  the  North 
appreciate  and  honor  Lee,  as  men  of  the  South  appreciate 
and  honor  Lincoln.  We  are  proud  that  our  country  has 
produced  such  great  and  good  men. 

Here  is  a  ])ortion  of  a  letter  that  General  Lee  wrote  to 
his  wife  on  Cliristmas  day,  18G2,  after  his  great  victory  over 


Robert  E.  Lee  141 

General  Burnside  at  Fredericksburg.      What  do  you  learn 
from  it  in  regard  to  the  character  of  General  Lee  ? 

"  I  will  commence  this  holy  day  by  writing  to  you.  My  heart  is 
filled  with  gratitude  to  Almighty  God  for  His  unspeakable  mercies 
with  which  He  has  blessed  us  in  this  day,  for  those  He  has 
granted  us  from  the  beginning  of  life,  and  particularly  for  those 
He  has  vouchsafed  us  during  the  past  year.  What  should  have 
become  of  us  without  His  crowning  help  and  protection  ?  Oh,  if 
our  people  woidd  only  recognize  it  and  cease  from  vain  self- 
boasting  and  adulation,  how  strong  would  be  my  belief  in  final 
success  and  happiness  to  our  country !  But  what  a  cruel  thing  is 
war ;  to  separate  and  destroy  families  and  friends,  and  mar  the 
purest  joys  and  happiness  God  has  granted  us  in  this  world;  to 
fill  our  hearts  with  hatred  instead  of  love  for  our  neighbors,  and 
to  devastate  the  fair  face  of  this  beautiful  world !  I  pray  that, 
on  this  day  when  only  peace  and  good-will  are  preached  to 
mankind,  better  thoughts  may  fill  the  hearts  of  our  enemies  and 
turn  them  to  peace.  .  .  .  My  heart  bleeds  at  the  death  of  every 
one  of  our  gallant  men." 

Other  interesting  letters  will  be  found  in  his  son's  "Kecol- 
lections  and  Letters  of  General  Lee."     Doubleday,  Page,  and  Co. 

You  have  heard  stories  from  time  to  time  of  fine  and  noble 
traits  in  our  American  heroes  ;  of  Washington,  or  Lincoln, 
or  Lee,  or  Grant.     Can  you  recall  any  such  incidents  ? 

You  have  often  been  reminded,  at  home  and  in  school,  of 
the  value  of  good  manners.  Have  you  stopped  to  think 
what  good  manners  mean,  and  why  they  are  worth  while  ? 
Do  you  like  to  be  treated  with  disrespect  ?  to  have  your 
feelings  hurt  ?  to  have  your  rights  disregarded  ?  to  have 
your  proper  pleasures  interfered  with  ?  Remember  that 
other  people  think  just  as  much  of  their  personal  dignity, 


142  Everyday  English 

their  feelings,  their  rights,  and  their  pleasures,  as  you  do  of 
yours.  And  that  is  why  good  manners  are  really  the 
practice  of  the  Golden  Rule ,  "  Do  unto  others  as  you  would 
have  them  do  unto  you." 

What  do  you  think  true  politeness  is?  What  are  some  of 
the  things  you  should  remember  to  do?  some  of  the  things 
not  to  do?     What  instances  of  fine  courtesy  can  you  recall? 

159.    WRITTEN   LESSON 

Write  an  account  of  an}^  generous  action  that  you  have 
read  of,  heard  of,  or  experienced. 

160.    LANGUAGE   LESSON 

TROUBLESOME  VERBS:  SIT   OR  SET 

Sit.,  sits^  sat,  has  sat,  will  sit,  sitting,  are  all  forms  of  the 
verb  meaning  to  stay  or  rest  somewhere. 

Set,  sets,  has  set,  will  set,  setting,  are  forms  of  another  verb 
meaning  to  place  or  put  something  somewhere. 

Read  these  sentences  over  carefully  until  you  are  sure  you 
know  the  correct  use  of  the  verbs,  sit  and  set. 

1  sit  in  this  chair.  My  father  has  sat  there  an  hour.  The  cat 
is  sitting  on  the  window  sill.  I  set  the  vase  on  the  mantel.  The 
maid  sets  the  dishes  on  the  table.  The  gardener  is  setti^uj  out  the 
jilants.  The  nurse  sets  the  baby  in  his  carriage,  and  he  sits  there 
happy  as  a  king. 

Fill  in  these  blanks  with  correct  forms  of  sit  and  set. 

L  Please the  broom  in  the  closet. 

2.  Henry  has his  watch  by  tlie  clock. 

3.  John  the  watering-can  on  the  steps. 

4.  Is  he  still in  his  chair? 

5.  He  has there  for  an  hour. 


Troublesome  Verbs 


143 


6.  Who  — 

7.  The  cat 

8.  Who  is- 


the  dog  after  my  cat? 

—  there  waiting  for  her  mistress. 

—  the  leaves  on  fire  ? 


As  we  have  seen,  a  verb  may  be  a  single  word  or  a  group 
of  words  which  form  a  verh-group.  Sometimes  the  words 
forming  a  verb-group  may  be  separated  from  each  other  in 
a  sentence.     Yie  will  sit  ih^ie.      Will  \\q  sit  iheve'^ 

Use  the  following  verb-groups  correctly  in  sentences: 

will  sit  would  not  sit  has  been  setting 

am  sitting  am  setting  do  not  set 

have  been  sitting  shall  set  wouldn't  set 

may  have  sat  is  setting  hadn't  sat 


161.    ORAL   LESSON 

OLD   IRONSIDES 

One  of  the  most  famous  ships  that  ever  carried  the  American 
flag  into  battle  is  the  frigate  Con- 
stitution. It  was  built  in  1797, 
and  gained  the  popular  nickname 
"  Old  Ironsides  "  by  its  victories 
over  British  ships  in  the  war  of 
1812.  In  1833  it  was  proposed  to 
destroy  the  good  ship,  which  had 
grown  useless  for  warfare. 

Oliver  Wendell  Holmes,  then 
a  young  man,  wrote  the  following 
verses  in  protest.  The  poem  was 
printed  in  newspapers  all  over 
the  country,  and  nothing  more 
was  heard  of  the  proposal  to  destroy  the  Constitution.  In  fact,  it 
still  exists  in  the  Charlestown  navy-yard. 


144  Everyday  English 

Aye,  tear  her  tattered  ensign  down  ! 

Long  has  it  waved  on  high, 
And  many  an  eye  has  danced  to  see 

That  banner  in  the  sky ; 
Beneath  it  rung  the  battle  shout, 

And  burst  the  cannon's  roar;  — 
The  meteor  of  the  ocean  air 

Shall  sweep  the  clouds  no  more. 

Her  deck,  once  red  with  heroes'  blood, 

Where  knelt  the  vanquished  foe, 
When  winds  were  hurrying  o'er  the  flood, 

And  waves  were  white  below, 
No  more  shall  feel  the  victor's  tread, 

Or  know  the  conquered  knee  ;  — 
The  harpies  of  the  shore  shall  pluck 

The  eagle  of  the  sea ! 

Oh,  better  that  her  shattered  hulk 

Should  sink  beneath  the  wave  ; 
Her  thunders  shook  the  miglity  deep. 

And  there  should  be  her  grave ; 
Nail  to  the  mast  her  holy  flag, 

Set  every  threadbare  sail, 
And  give  her  to  the  God  of  storms. 

The  lightning  and  the  gale  ! 

OLivKii  A\'km)i:i,l  Hokmks, 

You  may  have  heard  something  of  the  history  of  Old  Iroyisides. 
Among  her  famous  victories  were  those  with  the  British  frigate, 
Gaerrihe,  in  the  north  Atlantic ;  with  the  Java  off  Brazil ;  and 
with  the  Gyane  and  Levant  off  Portugal.  Another  famous  exploit 
was  her  escape  from  a   scpiadron  of  five   British   vessels.     The 


Old  Ironsides 


145 


Constitution  was  a  full-rigged  ship,  and  she  set  all  her  sails  so  as 
to  catch  every  bit  of  breeze.  The  British  vessels  also  set  all  sail, 
for  the  wind  was  very  light.  Captain  Hull  of  the  Constitution 
next  tried  kedging.  All  the  spare  rope  was  attached  to  the  cable, 
and  the  anchor  carried  by  one  of  the  rowboats  half  a  mile  ahead 
of  the  ship,  and  let  go.  Then  the  crew  worked  merrily  taking  in 
the  rope  and  pulling  the  good  ship  up  to  the  anchor.  In  this  way 
she  escaped  the  nearest  British  frigate,  which  was  being  towed 
by  all  the  boats  in  the  squadron.  After  a  chase  that  occupied 
four  exciting  days,  Captain  Hull,  by  splendid  seamanship,  finally 
brought  his  ship  safe  into  Boston  Harbor. 

The  full  story  of  the  Constitution  can  be  found  in  any  history 
of  the  United  States,  or  in  Theodore  Roosevelt's  The  Naval  War 


146  Everyday  English 

of  1812,  or  in  Lossing's  Story  of  the  American  Navy,  or  Horace 
Scudder's  Bodley  Children. 

Read  the  poem  again  aloud.  Explain  the  meaning  of 
hedge,  ensign,  meteor,  harpies,  hulk,  vanquished.  Explain 
the  expressions,  "  The  meteor  of  the  ocean  air,"  "  the 
harpies  of  the  shore,"  "  the  eagle  of  the  sea."  Commit 
the  poem  to  memory. 

What  can  you  tell  of  Oliver  Wendell  Holmes  ?  Do  you 
know  any  other  of  his  poems  :  "  Union  and  liberty,"  "  Con- 
tentment," "  Ode  for  Washington's  Birthday,"  "  The  One 
Hoss  Shay,"  "  The  Chambered  Nautilus  "  ? 

162.    WRITTEN   LESSON 

SENTENCE   BUILDING 

Write  five  sentences,  using  the  following  nouns  as  simple 
subjects,  and  adding  one  or  more  adjectives  as  modifiers  of 
each  subject. 

1,   ensign       2.    frigate       3.    squadron       4.    sails       5.    waves 

Write  five  sentences,  using  the  following  verbs  as  simple 
predicates,  and  adding  other  words  as  modifiers  of  each  verb. 
Do  not  use  any  of  the  subjects  that  you  used  in  the  exercise 
above. 

1.    waved       2.    danced       3.  sweep       4.    knelt       5.   shall  feel 

Exchange  papers.  First  mark  all  mistakes  in  capitals, 
l)unctuation,  and  spelling  with  a  X,  Does  each  of  the  first 
five  sentences  contain  the  given  noun  as  simple  subject  with 
an  adjective  as  modifier?  If  so,  write  a  C  after  the  sen- 
tence. If  not,  write  a  W.  Mark  the  last  five  sentences  in 
the  same  way. 

Return  the  papers.  Study  your  mistakes.  How  many 
crosses?     How  many  W's? 


/■  Lie  or  Lay  147 

163.    LANGUAGE    LESSON 

LIE  OR  LAY 

Lie,  lies,  lying-,  t^pply  to  anything  that  reclines  or  rests. 

Lay,  lays,  laying  apply  to  putting  or  placing  something. 

Lay  is  also  the  past  form  of  lie,  so,  /  lay  may  mean  L was 
reclining. 

Laid  is  the  past  form  of  lay,  meaning  put  or  place,  and 
never  means  to  rest  or  recline.  Laid  is  also  the  form  of  lay 
used  with  has,  have,  or  had.  Lain  is  the  form  of  lie  used 
with  has,  have,  or  had. 

Supply  the  blanks  with  the  proper  form  lie,  lies,  lay,  or  laid. 

1.  The  hen the  eggs  in  the  nest. 

2.  The  eggs in  the  nest. 

3.  Last  night  I on  the  couch. 

4.  Last  night  I the  book  on  that  table. 

5.  He the  pencil  there. 

6.  There  the  pencil until  you  took  it. 

7.    •  your  book  down,  please. 

8.    down  and  rest. 

9.  The  cattle  had in  the  grass  all  night. 

10.  He  had the  book  on  the  table. 

11.  Have  they in  bed  too  late  ? 

12.  Will  the  niason the  bricks  to-morrow  ? 

13.  I  shall in  the  hammock. 

14.  I  haven't down  to-night. 

Name  five  sentences  using  lay,  meaning  to  put  or  place. 

Name  five  sentences  using  lay,  the  past  tense  of  lie. 

Make  three  sentences  using  laid  ;  tliree  using  lain. 

For  an  additional  lesson,  use  the  forms  of  lie  and  lay  and 
of  other  troublesome  verbs  in  a  game  as  described  in  Les- 
son 110. 


148  Everyday  English 

164.    ORAL   LESSON 

AN    UNFINISHED   STORY 

Out  in  the  country,  one  of  the  common  amusements  of  the  boys 
is  to  wander  in  groups  through  the  woods  and  fields  looking  for 
any  kind  of  excitement  they  may  find.  They  generally  take  a 
dog  or  two  with  them,  and  the  dog  often  contributes  to  their 
amusement.  The  boys  fish,  hunt  for  birds'  nests,  find  snakes  in 
bushes  and  under  stones,  and  chase  squirrels  or  rabbits. 

One  of  our  American  poets,  James  Whitcomb  Riley,  spent  his 
boyhood  in  the  country  in  Indiana,  and  has  written  many  poems 
of  boy  life  there.  Here  is  a  short  one  that  describes  such  an 
incident  as  he  may  have  often  seen. 

Rabbit  in  the  cross-ties. —  Watch  him  on  the  south  side  — 

Punch  him  out  —  quick  !  Watch  him  on  the  —  Hi  ! 

Git  a  twister  on  him  There  he  goes  I     Sic  him,  Tige  ! 

With  a  long  prong  stick.  Yi !     Yi ! !     Yi ! ! ! 

The  cross-ties  are  logs  such  as  are  used  to  put  under  the 
rails  on  a  railroad.  "•  Tige  "  is  the  name  of  the  dog,  being 
short  for  Tiger.  Now  can  you  make  out  the  whole  story  ? 
Imagine  the  whole  scene,  and  describe  it  as  clearly  and 
definitely  as  you  can.  Invent  details  when  you  think  they 
are  necessary  to  make  the  stor}-  good. 

165.    WRITTEN    LESSON 

Write  out  the  story  you  have  built  up  in  Lesson  164. 
Each  pupil  may  make  a  story  to  suit  himself. 

166.    LANGUAGE    LESSON 

Exchange  compositions,  and  criticise  them,  as  in  Les- 
son 127. 


Lion  Family 


140 


167.    ORAL    LESSON 


LION  FAMILY 

This  picture  is  from  a  painting  by  Rosa  Bonhenr,  a  famous 
Frenchwoman  who  lived  from  1822  to  1<S99.  She  was  very  fond 
of  animals,  and  spent  much  of  her  time  outdoors  among  her 
friends,  or  studying  wild  animals  in  the  zoological  gardens.  She 
became  one  of  the  most  skillful  painters  of  animals  wdio  have  ever 
lived.  Among  her  paintings  are  some  that  you  should  know  ; 
"  The  Horse  Fair,"  •'  A  Noble  Charger,"  "Coming  from  the  Fair," 
"  An  Old  Monarch  "  (a  lion),  "  Meditation  "  (a  donkey). 

Study  the  picture  carefully  so  that  you  can  give  a  })rief 
oral  description  of  it.  Does  it  show  a  happy  family  ?  Are 
there  other  pictures  of  animals  in  this  book  ?  What  are 
they  ?  Can  you  find  one  by  Sir  Edwin  Landseer,  another 
famous  painter  of  animals  ? 

Writers  often  make  pictures  in  words  of  objects,  animals, 
scenes,  and  persons.     These  word  pictures  are  called  descrip- 


150  Everyday  English 

tions.     Try  to  give  in  a  few  sentences  a  description  of  the 
lions  in  the  picture,  or  of  some  animal  that  you  know. 

Interesting  books  about  animals  are  Dr.  John  Brown's 
Rah  and  his  Friends^  Sewall's  Black  Beauty,  London's  The 
Call  of  the  Wild,  and  White  Fang,  Ollivant's  Boh,  Son  of 
Battle,  Pierre  Loti's  Lives  of  Two  Cats,  Kipling's  Jungle 
Books. 

168.    WRITTEX   LESSON 

AN    EXERCISE    IN    DESCRIPTION 

Select  one  of  the  following  topics  for  description.  Think 
carefully  of  the  details  that  will  make  the  picture  clear  to 
you  and  to  your  reader.  Don't  say  merely  that  a  thing  is 
line,  or  pretty,  or  ugly.  Tell,  instead,  the  thing  that  makes 
it  fine,  or  pretty,  or  ugly  to  you.     For  example  : 

*'  My  dog  is  a  handsome  animal.  He  is  almost  as  high  as  my 
waist,  and  his  body  is  long  and  slender.  His  long  hair  is  brown- 
ish red,  and  so  soft  and  silky  that  it  glistens  in  the  sunlight.  His 
head  is  small,  his  jaws  long  and  narrow,  and  his  eyes  are  bright 
and  friendly.  When  he  looks  at  you,  it  almost  seems  as  if  he 
were  smiling  and  saying,  'Come  and  liave  a  romp  with  me.'" 

Choose  one  of  these  subjects  and  describe  it : 

1.  My  cat  5.    My  room 

2.  My  bird  6.    Our  house 

3.  My  garden  7.    Our  schoolroom 
•1.    Tlif  swimming  hole  8.    Our  pLaygrouud 

169.    LANGUAGE   LESSON 

REVIEW 

In  these  exercises,  a  question  is  followed  by  several  an- 
swers.    Fill  in  the  blanks  with  the  correct  words. 


A  Review  151 

1.  Who  is  here  ?     I .     He .     She . 

2.  Who  was  here  yesterday  ?     I .     He .     She . 

You . 

3.  AVho  has  learned  the  lesson?     I .     He ,     She . 

You .     We  all it. 

4.  Who  sees  this  book  ?     I it.     He it.     She it. 

Do  you it  ? 

5.  Who  saw  that  mistake  ?     I it.     He it.     She 

it.     They  all it.     We all it. 

In  place  of  the  following  singular  pronouns  and  verbs, 
supply  plural  pronouns  and  plural  verbs.  Instead  of  I  saw, 
say  we  saw.  Instead  of  he  sees.,  say  thei/  see.  Sometimes 
the  plural  is  the  same  as  the  singular. 

I  am.  That  boy  saw.  He  runs. 

He  does.  It  wasn't.  Has  she  seen  ? 

She  doesn't.  He  sat.  Has  he  been  ? 

This  boy  sees.  You  run.  Was  it  good  ? 

Change  all  the  verbs  from  present  to  past  tense. 
I  am  ready.  The  lion  roars.  I  see  the  lion  is  in  a  cage. 

He  is  good.  Are  you  afraid  ?       It  has  strong  bars. 

She  has  a  penny.      Ko,  I  am  not.  I  don't  care  if  he  roars. 

He  sees  a  lion.  Why  aren't  you  ?     It  doesn't  hurt  me. 

You  have  used  the  pronouns  I,  he,  it,  she,  you.  What  are 
the  possessives  of  these  words?  What  are  the  plurals? 
What  are  the  possessives  of  the  plurals  ? 

Which  of  the  following  words  are  possessive  ?  Make 
sentences,  using  these  words  correctly. 

his  my  its  whose 

him  our  it's  she 

their  your  they  her 

those  it  them  us 


152  Everyday  English 

170.    ORAL   LESSON 

BUSINESS    LETTERS 

Almost  every  one  nowadays  needs  sometimes  to  write  a 
business  letter.     Here  are  two  examples : 

126  Broadway,  Rochester,  N.Y. 
April  16,  11»11. 
Mr.  E.  B.  Ryan, 

Williamsport,  Pa. 
My  dear  Sir : 

Your  order  for  250  hedge  plants  arrived  to-day.  The  plants 
will  be  shipped  to  you  by  express  at  the  earliest  possible  date. 
If  you  do  not  receive  them  by  April  20,  kindly  write  us  and  in- 
form us  of  the  fact. 

Sincerely  yours, 

C.  H.  Gardner. 

Williamsport,  Pa., 
April  19,  1911. 
Mr.  C.  II.  Gardner, 

Roche.ster,  N.Y. 
Dear  Sir: 

The  ])lants  arrived  to-day  in  good  condition.  I  thank  you  for 
your  pronijjtness  in  filling  the  order. 

Sincerely  yours, 

E.  B.  Ryan. 

In  each  of  these  examples,  notice  (1)  that  the  addresses 
of  the  writer  and  of  the  person  to  whom  it  is  written  are 
given  ;  (2)  tliat  the  letters  are  sliort  ;  and  (3)  that  they 
are  perfectly  clear.  They  are  also  entirely  formal  in  tone, 
and  contain  nothing  except  the  business  in  hand. 

Discuss  what  vou  would  have  to  sav  in  letters  on  the  fol- 


Shall  and  Will  153 

lowing  matters ;  then  dictate  the  letter  as  a  business  man 
wonld  dictate  it  to  his  stenographer  : 

1.  An  order  to  a  merchant  for  half  a  dozen  tennis  balls. 

2.  A  letter  to  the  express  company  calling  attention  to  the 

fact   that   they  have    overcharged   you   for  delivering  a 
trunk. 

3.  A  letter  inclosing  payment  by  postal   money  order  for  a 

book. 

4.  A  subscri})tion  to  a  paper. 

5.  An  appointment  by  mail  for  an  interview. 

6.  An  excuse  to  the  teacher  for  an  absence. 

7.  An  answer  to  this  advertisement : 

Wanted.  —  A  boy  about  fourteen  to  work  in  a  lawyer's  office 
during  the  summer  vacation.  He  must  be  willing  and  intelligent. 
Address  Box  174,  Sun  Office. 

171.    WRITTEN   LESSON 

Write  an  appropriate  letter  applying  for  tlie  position  in 
Example  7  of  the  preceding  lesson.  Give  briefly  and  clearly 
the  reasons  why  you  think  you  could  do  the  work  well.  The 
letters  may  be  compared  in  order  to  see  who  would  be  most 
likely  to  secure  the  position. 

172.    LANGUAGE   LESSON 

SHALL  AND    WILL.     VERB-GROUPS 

I  shall  iiud  we  shall  refer  to  what  is  likel}^  to  happen. 
I  will  and  we  will  express  willingness  or  purpose. 
In  questions,  always  use  shall  I?  shall  toe  ? 

I  shall  be  tired  after  the  walk. 

We  shall  not  have  time. 

I  will  win  the  prize  if  I  can. 


l^A  Everyday  English 

We  will  help  you  with  your  lessons. 
Shall  I  open  the  door  ? 
Shall  we  see  you  at  church  ? 

Make  sentences,  usino/and  we  with  shall  and  will. 

We  have  seen  that  one  verb  may  have  many  forms.  What 
is  a  verb-group  ?  Among  the  forms  of  the  verb  be  are  the 
following  : 


are 

were 

will  be 

is  being 

is 

has  been 

shall  be 

was  being 

am 

have  been 

will  have  been 

to  be 

was 

had  been 

shall  have  been 

to  have  been 

Make  a  sentence  for  each  of  these  forms,  using  as  subject, 
/,  he,  or  thei/,  as  may  be  proper. 

Example  :     I  was  to  have  been  there  at  noon. 

Some  verb-groups  of  the  verb  talk  are :  have  talked,  will 
talk,  shall  talk,  am  talking,  have  been  talking.  Make  a  sen- 
tence, using  each  form  with  /  for  a  subject,  and  with  one 
adverb  modifying  tlie  verb. 

173.    ORAL    LESSON 

BUSINESS    LETTERS.     PROTESTS 

Not  all  the  letters  in  the  business  world  are  easy  to  write. 
Sometimes  one  must  call  attention  to  errors  or  injustices; 
overcharges,  neglect,  even  dishonesties,  must  sometimes  be 
taken  up  by  letter. 

It  is  important  that  any  complaint  you  make  be  dignilied 
and  courteous.  You  gain  nothing  by  being  abusive.  Do 
not  assume  that  the  other  man  intended  to  do  wrong.  He 
may  be  as  honest  as  you  are,  and  you  sometimes  make  mis- 
takes yourself. 

What  would  you  say  in  some  of  the  following  cases? 


Telegrams  155 

Frame  your  protest  as  if  you  were  making  it  over  the 
telephone,  or  dictating  it  to  your  stenographer. 

1.  A  roll  of  silk  is  delivered  one  yard  short. 

2.  The  grocer  sent  had  butter  last  week. 

3.  The  laundry  sent  home  some  collars  and  handkerchiefs 
badly  injured. 

4.  You  find  yourself  charged,  in  the  milkman's  bill,  with  two 
more  bottles  of  cream  than  you  had. 

5.  You  were  away  from  home  during  August,  and  the  house 
was  closed.  But  you  got  a  gas  bill  of  the  usual  size,  just  the 
same. 

174.    WRITTEN    LESSON 

TELEGRAMS 

Writins"  telesrraras  is  a  valuable  exercise.      It  teaches  one 

o  o 

to  be  brief  and  to  the  point;  for,  except  in  night  letters,  one 
must  pay  extra  for  more  than  ten  words.  But  it  is  not 
always  easy  to  make  ten  words  clear. 

1.    Arrived  twelve  to-night.    All  well  at  home.    Letter  follows. 

This  is  entirely  clear.  Can  you  fill  it  out  as  it  would  be 
spoken  ? 

How  would  you  word  a  telegram  to  a  friend  announcing 
that  you  will  arrive  at  the  Polk  St.  Station  in  Chicago  at 
four  o'clock  on  Wednesday  next,  asking  him  to  meet  you  in 
his  automobile,  and  informing  him  that  you  are  not  bringing 
a  trunk  with  you  ?     In  how  few  words  can  you  say  this  ? 

Try  to  say  in  ten  words  or  less  that  you  have  received  the 
parcel  of  sporting  goods,  but  that  there  are  two  tennis  balls 
and  one  golf  club  missing. 

Invent  material  for  other  telegrams,  and  have  your  class- 
mates try  to  write  the  messages. 


156  Everyday  English 

175.    LANG  r AGE    LESSON 

ADVERBS 

The  blacsk  dog  is  barking. 
The  black  dog  is  barking  now. 
Tlie  V)hick  dog  is  barking  there. 
The  black  dog  is  barking  loudly. 

Li  tlie  first  sentence  3'ou  know  tluit  the  and  hlack  are 
adjectives,  dog  is  a  noun,  and  is  harking  a  verb.  In  tlie 
other  sentences  now,  there,  and  loudly  are  adverbs.  Now 
tells  when  the  dog  is  barking,  there  tells  where  lie  is  barking, 
loudly  tells  how  he  is  barking.  Words  used  to  modify  the 
meaning  of  verbs  are  called  adverbs.  Adverbs  usually 
modify  the  meaning  of  verbs  by  telling  when,  where,  or  how. 

Some  adverbs  answering  tlie  question  when?  are:  noio^ 
soon,  already,  ever,  yiever,  seldom,  once,  to-day. 

Some  adverbs  answering  the  question  where?  are:  doivn, 
out,  there,  here,  below. 

Some  adverbs  answering  the  question  how?  are:  gently, 
loudly,  fiercely,  nobly,  grandly. 

Other  common  adverbs  are  :  very,  too,  more,  most,  quite, 
rather.  They  often  are  used  to  modify  the  meaning  of 
adjectives  or  other  adverbs  as  well  as  verbs. 

Make  a  sentence  containing  each  adverb  mentioned  above. 
State  with  what  verb,  adjective,  or  other  adverb  it  is  con- 
nected. 

Adverbs  are  words  used  to  modify  the  meaning  of  verbs, 
adjectives,  or  other  adverbs. 

If  your  lips  you  would  preserve  from  slips, 
Five  things  observe  with  care: 
O/'whoin  you  speak,  to  whom  you  sjicak, 
And  how  and  when  and  ichare. 


.•  Clear  Enuiiciatioii  157 

176.    ORAL   LESSON 

CLEAR   ENUNCIATION 

Have  you  ever  been  in  a  great  city  railway  station  ?  How 
Ave  re  the  departing  trains  announced  ?  Could  you  under- 
stand the  familiar  names  better  than  the  unfamiliar  ?  If  the 
announcer  called  out  Poughkeepsie,  Albany,  Buffalo,  and 
Chicago,  would  it  be  plainer  to  you  than  if  he  called  out  a 
string  of  foreign  names  ?  Is  it  important  to  enunciate 
clearly  ?  Why  ?  Do  you  speak  distinctly  ?  Try  the  fol- 
lowing lists,  sajdng  them  so  clearly  that  a  foreigner  might 
understand  you.  Bridgeport  —  New  Haven — New  London 
—  Stonington  —  Providence  —  Boston  :   Boston  Express  !  ! 

Trenton  —  Philadelphia  —  Lancaster  —  Harrisburg  —  Al- 
toona  —  and  Pittsburgh  :   Pittsburgh  Express  !  ! 

Albany  —  Rochester  —  Buffalo  —  Cleveland  and  Chicago  : 
Chicago  Express  !  ! 

What  train  announcements  do  you  remember  ? 

Let  some  member  of  the  class  pronounce  five  names  of  per- 
sons or  places,  and  call  upon  some  one  to  repeat  the  names. 
Were  the  names  correctly  repeated  ?  If  not,  was  it  the  first 
speaker's  fault  ? 

111.    WRITTEN   LESSON 

Write  a  composition,  selecting  one  of  these  topics  and 
following  the  outline. 

The  Robin:  (1)  Its  appearance,  (2)  Its  food  and  habits,  (3) 
Its  relation  to  other  birds. 

The  Oak  Tree:  (1)  Where  it  is  found,  (2)  Its  appearance, 
growth,  etc.,  (3)  Its  uses. 

The  Police  :  (1)  How  they  are  appointed,  (2)  How  they  are 
dressed,  (3)   AVhat  their  duties  are. 


158  Everyday  English 

The  Push-Cart  Mex  :  (1)  How  they  are  dressed,  (2)  What 
tliey  sell,  (3)  Where  they  are  seen. 

The  Postman  :  (1)  His  uniform,  (2)  His  duties. 

178.    LANGUAGE   LESSON 

1.  In  the  following  sentences  select  the  adverbs.  What 
words  do  they  modify  ? 

2.  Make  sentences,  using  one  of  the  following  adverbs  in 
each  sentence:  already,  seldom,  yesterday,  here,  yonder,  quite, 
rather,  tivice,  possibly. 

1.  George  and  May  watched  the  ripening  corn  eagerly. 

2.  They  often  talked  of  plucking  the  ears. 

3.  They  got  up  early  and  dressed  quickly. 

4.  The  squirrel  had  been  there  already. 

5.  He  now  began  to  scold  them  angrily. 

6.  "  How  angry  he  is  to-day  !  "  said  May. 

3.  Make  sentences  each  containing  an  adverb  not  men- 
tioned in  this  lesson. 

179.    ORAL    LESSON 

WHEAT 

There  are  only  a  few  kinds  of  grain  that  are  much  used  for 
food  by  human  beings.  Among  these,  two  stand  out  above  the 
others :  rice  is  the  grain  that  is  most  used  in  Asia,  and  wheat 
makes  the  bread  of  the  nations  of  Europe  and  America.  These 
two  cereals  are  the  principal  food  of  the  majority  of  the  fifteen 
hundred  million  people  in  the  world. 

Wheat  is  grown  in  the  temperate  zones.  It  is  not,  like  rice,  a 
plant  of  the  hot  climates.  Although  it  is  cultivated  in  many 
places,  the  greatest  wheat  fields  of  the  world  are  in  the  northern 
jiart  of  the  United  States,  in  Canada,  and  in  Russia.     These  three 


The  Stoiy  of  Wheat  159 

regions  export  many  millions  of  bushels  to  the  rest  of  the  world. 
A  failure  of  the  wheat  crop  in  any  one  of  these  sections  would 
mean  great  distress,  not  only  in  these  places,  but  in  the  countries 
to  which  they  are  accustomed  to  send  their  wheat  or  their  flour. 

Wheat  is  commonly  planted  in  the  fall.  The  soil  must  be  fer- 
tile, and  must  be  first  plowed  and  then  harrowed  until  it  becomes 
loose  and  light.  The  seed  was  formerly  scattered  by  hand,  and 
then  worked  into  the  soil  by  brushes  dragged  over  it.  Now  it  is 
planted  by  a  drill,  a  machine  which  inserts  the  seed  in  little  rows 
that  it  makes  as  it  is  pulled  along  by  horses. 

The  young  plants  appear  in  a  week  or  two,  and,  if  the  soil  is 
rich,  and  the  season  favorable,  the  ground  will  be  covered  by  the 
beautiful  emerald  green  of  the  wheat  before  the  winter  closes  in. 

Wheat  is  a  hardy  plant,  and  can  live  through  a  good  deal  of 
cold  weather.  But  if  the  snow  falls  early  and  lies  on  the  ground 
all  winter,  the  young  plants  are  all  the  better  for  this  soft,  warm 
covering.  In  certain  places,  however,  the  cold  of  the  winter  is 
too  intense  for  the  young  plant  to  live  through  it.  In  some  of 
our  northwestern  states,  therefoi-e,  and  in  parts  of  western  Canada, 
the  seed  must  be  sown  in  the  spring.  This  is  known  in  the  mar- 
kets as  spring  wheat ;  that  planted  in  the  autumn  is  called  fall 
wheat;  the  fall  wheat  is  of  firmer  and  better  quality. 

Wheat  raising  in  our  country  is  an  industry  of  enormous  size. 
Millions  of  acres  are  planted  every  year,  and  a  good  crop,  averag- 
ing twenty  bushels  to  the  acre,  makes  a  total  of  seven  or  eight 
hundred  million  bushels.  As  wheat  is  worth  about  a  dollar  a 
bushel,  you  can  see  the  benefit  to  the  country  of  a  good  wheat 
crop. 

The  reaping  or  harvesting  of  the  crop  is  a  big  affair.  On  the 
large  farms  of  the  northwest  there  are  often  from  twenty  to  a 
hundred  thousand  acres  of  wheat  to  be  cut.  In  one  of  these  great 
fields  there  may  be  ten  or  even  twenty  reaping  machines  drawn 
by  engines  moving  steadily  across  the  field,  cutting  the  golden 


Every  (lav  Kiio-lish 


hruwii  grain  and  dropping  it  in  ni-atly  bound  bundles  called 
.sheaves.  These  sheaves  are  gathered  up  by  a  crowd  of  men,  and 
either  placed  together  in  small  tent-like  piles  called  shocks,  or 
hauled  directly  to  the  threshing  machines.  Into  these  threshers, 
huge  machines  that  are  operated  by  engines,  the  sheaves  of  Avheat 
are  thrust,  head  foremost.  They  pass  between  rapidly  revolving 
cylinders  spiked  with  pieces  of  iron.  The  grains  of  wheat  are 
thus  knocked  loose  from  the  straw  and  chaif.  The  straw  and 
chaff  are  blown  out  in  a  never-ending  cloud  at  the  other  end  of 
the  thresher,  and  the  wheat  pours  out  of  tlie  bottom  of  the 
machine  in  a  golden-brown  stream.  Here  it  is  caught  in  sacks, 
and  is  ready  to  be  sent  to  the  mills  where  it  will  be  ground  into 
Hour. 

Read  this  selection  oi'ally.  Make  an  outline  of  it.  Sev- 
eral members  of  the  class  are  to  be  called  upon  to  repeat  the 
substance  of  the  selection  as  an  oral  composition.  These 
oral  compositions  are  to  be  criticised  for  order  and  fullness 
of  material  and  for  clearness  of  speech  and  correctness  of 
punctuation. 


A  Threshing  Scene  161 

180.    WRITTEN   LESSON 

A   THRESHING  SCENE 

Study  this  selectio?i  and  write  it  from  dictation: 

On  all  sides  now  the  wagons  of  the  plowmen  or  threshers  were 
getting  out  into  the  fields,  with  a  pounding,  rumbling  sound. 

The  pale-red  sun  was  shooting  light  through  the  leaves,  and 
warming  the  boles  of  the  great  oaks  that  stood  in  the  yard,  and 
melting  the  frost  off  the  great,  gaudy,  red-  and  gold-striped  thresh- 
ing machine  standing  between  the  stacks.  The  horses  stood 
about  in  a  circle,  hitched  to  the  ends  of  the  six  sweeps,  every  rod 
shining  with  frost. 

The  driver  started  the  horses.  The  whirring  cylinder  boomed, 
roared,  and  snarled  as  it  rose  in  speed.  At  last,  when  its  tone 
became  a  rattling  yell,  David  nodded  to  the  pitchers  and  rasped 
his  hands  together.  The  sheaves  began  to  fall  from  the  stack ;  the 
band-cutter,  knife  in  hand,  slashed  the  bands  in  twain,  and  the 
feeder,  with  easy  majestic  movement,  gathered  them  under  his 
arm,  rolled  them  out  into  an  even  belt  of  entering  wheat,  on 
which  the  cylinder  tore  with  its  smothered,  ferocious  snarl. 

Will  was  very  happy  in  a  quiet  way.  He  enjoyed  the  smooth 
roll  of  his  great  muscles,  and  the  sense  of  power  in  his  hands  as 
he  lifted,  turned,  and  swung  the  heavy  sheaves  two  by  two  upon 
the  table,  where  the  band-cutter  madly  slashed  away. 

This  scene,  one  of  the  jolliest  and  the  most  sociable  of  the 
Western  farm,  had  a  charm  quite  aside  from  human  companion- 
ship :  —  the  beautiful  yellow  straw  entering  the  cylinder ;  the 
clear  yellow-brown  wheat  pulsing  out  at  the  side ;  the  broken 
straw,  chaff,  and  dust  puffing  out  on  the  great  stacker;  the  cheery 
whistling  and  calling  of  the  driver;  the  keen,  crisp  air,  and  the 
bright  sun  were  somehow  weirdly  suggestive  of  the  passage  of  time. 
—  Hamlin  Garland,  Main  Traveled  Roads. 

M 


1(32  Everyday  English 

181.    LANGUAGE    LESSON  j 

1 

SENTENCE  ANALYSIS  j 

Find    the    simple    subject    (noun    or   pronoun)    and    the  , 

simple  predicate  (verb)  in  the  folloAving  sentences.  I 

Select  the  modifiers  of  the  simple  subject  and  the  modifiers  j 

of  the  simple  predicate. 

Select  the  nouns,  pronouns,  verbs,  adjectives,  and  adverbs.  I 

What  words  do  the  adjectives  modify?     What  words  do  the  I 

adverbs  modify? 

Example  :  The  tall  peddler  walked  slowly  behind  me. 

The  simple  subject  \s  peddler. 

Modifiers  of  the  simple  subject  are :  the,  tall.  i 

The  simple  predicate  is  ivalked.  ^ 

Modifiers  of  the  simple  predicate  are :  sloidy,  behind  me. 

Noun :  peddler. 

Pronoun  :  me.  \ 

Verb :  icalked.  j 

Adjectives:  the  nud  tcdl  modiiy'mg j^eddler. 

Adverbs :  slowly  modifying  the  verb  walked. 

1.  The  sun  will  soon  set. 

2.  Already  the  western  sky  is  bright. 

3.  The  clouds  are  red  and  gold. 

4.  Shall  we  sit  quietly  on  this  old  wall  ? 

5.  The  sun  is  growing  larger  and  larger. 

6.  It  has  nearly  reached  the  horizon. 

7.  How  quiet  everything  is! 

8.  The  sun  bids  us  a  silent  farewell.  J 

9.  The  sky  is  flaming  with  many  colors. 

10.  The  sunset  always  makes  me  sad  and  solennu 

11.  Now  we  can  see  the  evening  star. 

12.  We  must  return  to  the  house. 


The  Colonists  163 

182.    ORAL   LESSON 

THE   COLONISTS 

Mr.  Barlow  shows  his  schoolboys  a  new  game. 

Mr.  Barlow.  I  have  a  new  play  for  you.  I  will  be  the  founder 
of  a  new  colony,  and  you  shall  be  people  of  different 
trades  and  professions  coming  to  offer  yourselves  to 
go  with  me.     What  are  you,  Charles  ? 

Charles.     I  am  a  farmer,  sir. 

Mr.  B.  Very  good.  Farming  is  the  chief  occupation  we  have 
to  depend  upon.  But  you  must  be  a  working  farmer, 
not  a  gentleman  farmer.  Laborers  will  be  scarce 
among  us,  and  every  man  must  put  his  hand  to  the 
plow. 

Charles.     I  shall  be  ready  to  do  my  part. 

Mr.  B.  Then  I  shall  entertain  you  willingly.  You  shall  have 
land  enough,  and  utensils.     Now  for  the  next. 

John.  I  am  a  miller,  sir. 

Mr.  B.  A  very  useful  trade.  The  grain  we  grow  must  be 
ground.     But  what  will  you  do  for  a  mill  ? 

John.  I  suppose  we  must  make  one. 

Mr.  B.  True  ;  but,  then,  you  must  bring  with  you  a  millwright 
for  the  purpose.  As  for  millstones,  we  will  take 
them  with  us.     Who  is  next  ? 

Henry.       I  am  a  carpenter,  sir. 

Mr.  B.  Excellent.  We  shall  find  you  work  enough,  never 
fear.  There  will  be  houses  to  build,  fences  to  make, 
and  all  kinds  of  wooden  furniture  to  provide.  But 
our  timber  is  all  growing.  You  will  have  a  deal  of 
hard  work  to  do  felling  trees,  and  sawing  planks, 
and  shaping  posts,  and  the  like. 
William.    I  am  a  blacksmith,  sir. 


1(34  Everyday  English 

Mr.  B.  An  excellent  companion  for  a  carpenter.  We  cannot 
do  v/ithout  either  of  you ;  you  may  bring  your  great 
bellows  and  anvil,  and  we  will  set  up  a  forge  for  you 
at  once.     But  we  shall  want  a  mason  for  that. 

Edward.    I  am  one,  sir. 

Mr.  B.  That's  well.  Though  we  may  live  in  log  houses  at  first, 
we  shall  want  brick  or  stone  work  for  chimneys  and 
hearths  and  ovens;  so  that  will  be  employment  for  a 
mason.     So  I  engage  you.     Who  is  next  ? 

Simon.       I  am  a  shoemaker,  sir. 

Mr.  B.  And  shoes  we  cannot  well  do  without.  But  can  you 
make  them,  like  Eumwus  in  the  Odyssej/,  out  of  a 
raw  hide  ?     For  I  fear  we  shall  get  no  leather. 

Simoyr.       But  I  can  dress  hides,  too. 

3Ir.  B.  Can  you  ?  Then  you  are  a  clever  fellow,  and  I  will 
have  you,  though  I  give  you  double  wages. 

Silas.         I  am  a  weaver,  sir. 

Mr.  B.  Weaving  is  a  useful  art.  But  I  fear  we  shall  not  need 
you  at  present.  It  will  be  cheaper  for  us  to  import 
our  cloth  than  to  make  it.  In  a  few  years,  however, 
we  may  be  very  glad  of  you. 

Jidius.       I  am  a  silversmith,  sir. 

Mr.  B.  Then,  my  friend,  you  cannot  go  to  a  worse  place  than 
a  new  colony  to  set  up  your  trade  in.  You  will 
break  us,  or  we  shall  starve  you. 

Julius.       But  I  can  repair  clocks  and  watches,  too. 

Mr.  B.  That  is  something  more  to  our  purpose.  But  I  fear  we 
cannot  give  you  work  enough.  For  the  present  you 
had  better  stay  where  you  are. 

Mattheio.    I  am  a  doctor,  sir. 

Mr.  B.  Then,  sir,  you  are  very  welcome.  Health  is  the  first 
of  blessings,  and  if  you  can  give  us  that,  you  will  be 
a  very  valuable  man,  indeed. 


Common  and  Proper  Nouns  165 

Read  this  selection  aloud,  parts  being  assigned  to  various 
members  of  the  class.  Continue  the  drama,  introducing  a 
lawyer,  a  tailor,  a  milliner,  a  soldier,  a  school-teacher,  a 
dancing  master. 

183.   WRITTEN    LESSON 

Write  the  first  part  of  Lesson  182  in  the  form  of  a  story, 
using  quotation  marks  when  the  precise  words  of  a  speaker 
are  given. 

Exchange  papers  and  mark  all  mistakes  in  quotation  marks. 

184.    LANGUAGE    LESSON 

COMMON   AND   PROPER    NOUNS 

Look  at  the  following  nouns  : 
water  river  stream  current  Mississippi 

Which  of  these  belongs  to  only  one  thing?  There  are 
many  waters,  rivers,  streams,  and  currents,  but  only  one 
Mississippi  River.  A  noun  that  is  used  to  name  some  par- 
ticular person,  place,  town,  book,  or  thing  is  called  a  proper 
noun.  Proper  nouns  should  begin  with  a  capital:  John 
Adams,  Albany,  Missouri,  Atlantic,  America. 

Common  nouns  are  names  that  do  not  specify  a  particular 
person  or  place.  Most  nouns  are  common  nouns.  Boy  and 
dog  are  common  nouns ;  James  and  Fido  are  proper  nouns 
because  they  refer  to  one  special  boy  and  one  special  dog. 

Select  the  common  and  the  proper  nouns  in  Lesson  43. 

Name  ten  proper  nouns ;   ten  common  nouns. 

A  proper  noun  is  a  special  name  for  some  one  person,  place, 
or  thing. 

A  common  noun  is  a  common  name  that  applies  to  many 
persons  or  things. 


l(](j  Everyday  English 

185.    ORAL    LESSON 

ROBERT   OF    LINCOLN 

IMerrily  swinging  on  brier  and  weed, 
Near  to  the  nest  of  his  little  dame, 
Over  the  mountain-side  or  mead, 

Robert  of  Lincoln  is  telling  his  name : 
''Bob-o'-link,  bob-o'-link, 
Spink,  spank,  spink ; 
Snug  and  safe  is  that  nest  of  ours. 
Hidden  among  the  summer  flowers. 
Chee,  chee,  chee." 

Robert  of  Lincoln  is  gayly  dressed, 

Wearing  a  bright  black  wedding-coat ; 
White  are  his  shoulders  and  white  his  crest. 
Hear  him  call  in  his  merry  note : 
"  Bob-o'-link,  bob-o'-link, 
Spink,  spank,  spink ; 
Look,  what  a  nice  new  coat  is  mine, 
Sure  there  was  never  a  bird  so  fine. 
Chee,  chee,  chee." 

Robert  of  Lincoln's  Quaker  wife, 

Pretty  and  quiet,  with  plain  brown  wings, 
Passing  at  home  a  patient  life, 

Broods  in  the  grass  while  her  husband  sings: 
"Bob-o'-link,  bolvo'-link, 
Spink,  spank,  spink  ; 
Brood,  kind  creature ;  you  need  not  fear 
Thieves  and  robbers  while  I  am  here. 
Chee,  chee,  chee." 


Robert  of  Lincoln  167 

Modest  and  shy  as  a  mm  is  she ; 

One  weak  chirp  is  her  only  note. 
Braggart  and  prince  of  braggarts  is  he, 
Pouring  boasts  from  his  little  throat: 
''  Bob-o'-link,  bob-o'-link, 
Spink,  spank,  spink; 
Never  was  I  afraid  of  man; 
Catch  me,  cowardly  knaves,  if  you  can ! 
Chee,  chee,  chee." 

Six  white  eggs  on  a  bed  of  hay. 

Flecked  with  purple,  a  pretty  sight! 
There  as  the  mother  sits  all  day, 

Robert  is  singing  with  all  his  might : 
"  Bob-o'-link,  bob-o'-link, 
Spink,  spank,  spink; 
Nice  good  wife,  that  never  goes  out, 
Keeping  house  while  I  frolic  about. 
Chee,  chee,  chee." 

Soon  as  the  little  ones  chip  the  shell, 
Six  wide  mouths  are  open  for  food ; 
Robert  of  Lincoln  bestirs  him  well. 
Gathering  seeds  for  the  hungry  brood. 
"  Bob-o'-link,  bob-o'-link, 
Spink,  spank,  spink ; 
This  new  life  is  likely  to  be 
Hard  for  a  gay  young  fellow  like  me. 
Chee,  chee,  chee." 

Robert  of  Lincoln  at  length  is  made 
Sober  with  work,  and  silent  with  care ; 

Off  is  his  holiday  garment  laid, 
Half  forgotten  that  merry  air : 


168  Everyday  English 

"Bob-o'-link,  bob-o'-link, 

Spink,  spank,  spink ; 
Nobody  knows  but  my  mate  and  I 
Where  our  nest  and  our  nestlings  lie. 
Chee,  chee,  chee." 

Summer  wanes;  the  children  are  grown; 

Fun  and  frolic  no  more  he  knows  ; 
Robert  of  Lincoln's  a  humdrum  crone ; 
Off  he  flies,  and  we  sing  as  he  goes  : 
"  l>ob-o'-link,  bob-o'-link, 
Spink,  spank,  spink; 
When  you  can  pipe  that  merry  old  strain, 
Robert  of  Lincoln,  come  back  again. 
Chee,  chee,  chee." 

—  William  Cullex  Bryant. 

Tliis  poem  is  to  be  read  aloud  several  times,  with  especial 
attention  to  distinct  enunciation  and  expression.  The  fol- 
lowing words  are  to  be  defined  :  mead,  flecked,  ivane,  hum- 
drum, crone.  What  is  each  stanza  about  ?  Give  in  your 
own  words  a  short  history  of  the  bobolink's  life.  Make  oral 
paragraphs  on  the  following  topics:  A  Description  of  Robert 
of  Lincoln,  A  Description  of  liis  Wife,  The  Bobolinks'  Nest. 

The  poem  may  be  studied  in  connection  with  some  of  the 
following  poems  al)out  birds: 

"The  Bluebird,"  Emily  Huntington  Miller. 

"The  Blue  Jay,"  Susan  Hartley  Swett. 

"  To  the  Cuckoo,"  William  Wordsworth. 

"  To  a  AVaterfowl,"  William  Cullen  Bryant. 

"  The  Sandpiper,"  Celia  Thaxter. 

"The  Throstle,"  Alfred  Tennyson 

"  The  Green  Linnet,"  William  Wordsworth. 


Sentence  Building 


169 


William  Cullen  Bryant,  one 
of  the  most  distinguished 
American  poets,  was  born  in 
Cummington,  Massachusetts, 
1794,  and  died  in  New  York 
City,  1878.  He  wrote  "  Than- 
atopsis,"  one  of  his  best 
poems,  when  he  was-eighteen, 
and  he  continued  to  write 
poetry  throughout  his  life. 
For  many  years  he  was  editor 
of  the  New  Yoi-Jc  Evening 
Post.  You  should  know  his 
poems,  "Song  of  Marion's 
Men,"  "The  Planting  of  the 
Apple  Tree,"  and  "  The  Glad- 
ness of  Nature." 


186.    WRITTEN   LESSON 


SENTENCE   BUILDING 

The  following  words  are  to  be  used  as  subjects  of  sen- 
tences. Include  in  each  sentence,  besides  its  simple  subject, 
an  adjective  and  an  adverb.  Papers  are  to  be  exchanged 
and  corrected.  If  a  sentence  is  correct,  mark  it  C;  if  incor- 
rect, mark  it  X. 


William  Cullen  Bryant 

The  blue  jay 

The  robin 

The  crow 

The  sparrows 

The  Children's  Hour 


New  York 

The  blackbirds 

Henry  Wadsworth  Longfellow 

Tennyson 

Stevenson 

Whittier 


170  Everyday  English 

187.    LANGUAGE    LESSON 

NUMBER  :  Nouns,  Pronouns,  Verbs 

We  have  seen  that  nouns  may  be  singuhir  or  plurah 

A  noun  that  names  one  thing  is  in  the  singuhir  number. 

A  noun  that  names  more  than  one  thing  is  in  the  plural 
numl)er. 

Here  are  the  rules  that  we  have  learned  for  changing 
singular  nouns  to  plural. 

1.  ]\Iost  nouns  add  -s. 

2.  Nine  nouns  do  not  add  -s. 

3.  Nouns  ending  in  -s,  -x,  -z,  -sJi,  and  soft  -ch  add  -es. 

4.  About  forty  nouns  ending  in  -o  add  -es. 

5.  All  nouns  ending  in  -y  after  a  consonant  change  y  to  ies. 
0.  Fifteen  nouns  ending  in  -/or  -fe  change/ or /e  to  ves. 

(live  several  examples  under  each  rule. 

What  are  the  plurals  of  the  nouns  in  Lesson  180  ? 

Which  of  these  pronouns  is  singular  ?  which  plural  ? 
which  nuiy  be  either  singular  or  plural  ? 

I  you  it  these 

we  he  they  that 

me  she  this  those 

Which  of  these  verb-forms  would  you  use  with  a  singular 
pronoun  as  subject?  AVhich  would  you  use  with  a  plural 
pronoun  as  subject  ?  Make  sentences,  using  singular  or 
plnral  pronouns  with  these  verbs. 


is 

are 

does 

do 

jumps 

jump 

was 

were 

doesn't 

don't 

teaches 

teach 

lias 

have 

rides 

ride 

learns 

learn 

sits 

sit 

runs 

run 

rises 

rise 

talks 

talk 

plays 

1)1  ay 

raises 

raise 

Icarus  and  His  Flight  171 

188.    ORAL   LESSON 

ICARUS    AND   HIS   FLIGHT 

The  ancient  Greeks  had  a  number  of  stories  about  a  man 
named  Daedalus  (De'-da-lus),  who  was  famed  for  his  cleverness 
in  designing  things  and  for  his  skill  of  hand  in  making  them. 
At  one  time  he  lived  in  the  island  of  Crete,  and  while  there  got 
into  trouble  for  having  made  the  famous  labyrinth  for  a  monster, 
the  Minotaur,  who  demanded  of  the  inhabitants  a  yearly  sacrifice 
of  young  men  and  women.  For  helping  this  monster,  he  and  his 
son  Icarus  (Ic'-a-rus)  were  imprisoned  by  King  Minos.  In  order 
to  escape,  he  procured  wings  and  fastened  them  with  wax  to  his 
shoulders  and  to  those  of  learns.  Then  they  flew  forth  from  their 
prison,  and  started  across  the  ^Egean  Sea  towards  the  mainland  of 
Europe.  All  went  well  for  a  time  ;  but  Icarus  rose  too  high,  and 
got  too  near  the  sun. 

Imagine  the  rest  of  the  story.  When  you  have  made  your 
guess,  your  teacher  can  tell  you  how  the  old  Greeks  finished  it. 

It  may  interest  you  to  look  up  a  map  that  gives  that  part 
of  the  Mediterranean  Sea  that  is  called  the  Jj^gean  Sea.  If 
your  map  is  large  enough,  it  will  contain  a  name  in  a  part  of  the 
^gean  Sea  that  recalls  this  story. 

189.    WRITTEN    LESSON 

Write  the  story  of  Icarus.  Let  the  first  paragraph  tell  of 
the  imprisonment  of  Icarus;  in  the  second,  tell  of  the  mak- 
ing of  the  wings ;  in  the  third,  of  the  flight  and  its  conse- 
quences. 

190.    LANGUAGE    LESSON 

Criticise  the  composition  of  Lesson  189,  for  (1)  capitals, 
(2)  punctuation,  (3)  spelling,  (4)  sentences,  (5)  paragraphs. 


172  Everyday  English 

191.    ORAL   LESSON 

ENUNCIATION 

We  Americans  are  accused  of  careless  and  indistinct 
speech.  Have  you  ever  thought  whether  the  accusation  is 
true  ?  Do  you  always  say  things  distinctly,  or  do  you  some- 
times slur  and  mumble,  especially  in  class  when  you  are  not 
sure  your  answer  is  right  ?  Think  of  how  you  say  and  how 
you  hear  others  say  certain  words.  Do  you  say  and  do  you 
hear  — 


Saturday 

or 

Sa'erday 

athletics 

or 

athaletics 

spaniel 

or 

spannel 

calculate 

or 

calclate 

towel 

or 

towl 

floor 

or 

floo 

vowel 

or 

vowl 

our 

or 

ouah   or  are 

letter 

or 

le'er 

idea 

or 

idear 

get  out 

or 

giy-out 

pretty 

or 

purty 

let  go 

or 

le-go 

when 

or 

wen 

quiet 

or 

quite 

window 

or 

winder 

poem 

or 

pome 

why 

or 

wy 

Try  to  think  of  other  words  and  expressions  that  you 
hear  mispronounced,  or  slurred  over  and  left  indistinct. 
Wouldn't  it  be  easier  to  know  what  our  friends  say,  if  they 
always  made  their  words  clear  and  distinct?  And  if  we 
should  like  to  hear  them  do  so,  would  it  not  be  right  and 
fair  to  take  the  trouble  to  do  so  ourselves  ?  Beautiful 
speech  is  pleasing  to  the  ear.  When  words  come  clear  and 
distinct,  and  in  a  musical  voice,  we  listen  witli  pleasure.  If 
your  voice  is  harsh  or  squeaky  or  shrill,  try  to  modify  it. 
As  far  as  you  can,  make  it  like  the  pleasing  voices  that  you 
hear.  A  good  deal  can  be  done  to  improve  our  voices  just 
by  listening  and  trying. 

Here  is  a  stanza  from    Browning's  ''  The    Pied  Piper  of 


r  Enunciation  173 

Hamelin "   that  requires   clear  enunciation,   and  is  all   the 
better  for  being  read  also  with  a  good  voice  : 

Once  more  he  stept  into  the  street, 

And  to  his  lips  again 
Laid  his  long  pipe  of  smooth  straight  cane ; 

And  ere  he  blew  three  notes  (such  sweet 
Soft  notes  as  yet  musician's  cunning 

Never  gave  the  enraptured  air) 
There  was  a  rustling  that  seemed  like  a  bustling 
Of  merry  crowds  justling  at  pitching  and  hustling ; 
Small  feet  Avere  pattering,  wooden  shoes  clattering, 
Little  hands  clapping  and  little  tongues  chattering, 
And,  like  fowls  in  a  farm-yard  when  barley  is  scattering, 
Out  came  the  children  running. 
All  the  little  boys  and  girls. 
With  rosy  cheeks  and  flaxen  curls. 
And  sparkling  eyes  and  teeth  like  pearls, 
Tripping  and  skipping,  ran  merrily  after 
The  wonderful  music  with  shouting  and  laughter. 

192.    WRITTEN    LESSON 

Write  sentences  containing  : 

1.  A  proper  noun  as  subject  and  an  adverb  in  the  predicate. 

2.  A  subject  modified  by  several  words. 

3.  A  verb-group  modified  by  several  words. 

4.  The  pronouns  he,  him,  and  his. 

5.  A  pronoun  as  subject  modified  by  an  adjective. 

6.  The  past  tense  of  a  verb  modified  by  an  adverb. 

7.  The  contraction  it's  and  the  pronoun  its. 

8.  The  pronouns  /,  you,  and  them. 

Exchange  papers  and  correct,  as  in  Lesson  186. 


1<4  Everyday  English 

19:3.    LANCJIAGE    LESSON 

COMPOUND   SUBJECTS 

What  are  the  subjects  of  these  three  sentences? 

1.  Mary  and  I  walked  to  school. 

2.  The  dog,  the  horse,  and  the  cow  are  quadrupeds. 

3.  You  and  L  have  had  a  fine  time. 

The  subject  of  a  sentence  is  often  not  one  noun,  but  sev- 
eral  nouns  or  pronouns,  often  connected  by  and. 

Supply  the  correct  words  in  the  following  sentences: 

1.  George  and  (I,  rae)  are  ready. 

2.  My  brother  and  (I,  rae)  went  fishing. 

3.  Either  George  or  May  (is,  are)  going  for  the  mail. 

4.  (He,  him)  aud  his  father  have  packed  the  basket  for  the 

picnic. 

5.  (He,  him)  and  (she,  her)  will  take  the  wagon, 
f).    Where  shall  my  sister  and  (I,  me)  meet  you  ? 

7.  The  sandwiches  and  roasted  apples  were  (laid,  lain)  out 

before  the  fire. 

8.  Now  father  and  (T,  me)  must  bring  the  water. 

9.  (They,  them)  and  (I,  me)  went  in  to  dinner. 

10.  Charles  and  he  (is,  are)  coming  to-morrow. 

11.  Neither  the  dog  nor  tlie  cat  (was,  were)  in  the  house. 

12.  (Was,  were)  George  and  you  at  the  party  ? 

Tlie  following  are  examples  of  correct  usage.     Repeat  them 
aloud  until  you  are  sui-e  you  know  them. 

It  is  I.  It  was  I.  .   It  is  not  she. 

It  is  he.  Was  it  she  ?  Don't  they  ? 

Is  it  he  ?  AVere  you  ?  Doesn't  he  ? 

It  isn't  she.  Aren't  you?  It  doesn't. 


AI'PI.E    I'K   KlN(i 


/  The  Elements  of  a  Sentence  175 

194.    ORAL   LESSON 

APPLE   PICKING 

Observe  the  picture  carefully.  How  many  people  are  in 
it?  What  is  each  of  the  men  doing?  Which  one  is  picking 
the  fruit  ?  Which  one-  is  packing  it  ?  In  what  is  he  jjutting 
it  ?  What  will  be  done  witli  it  ?  What  is  in  the  wagon  ? 
Did  you  ever  see  a  ladder  like  the  one  in  the  picture  ?  What 
are  the  ladders  that  you  have  seen  like?  Why  do  they  not 
simply  shake  the  apples  down  and  gather  them  up  ?  Have 
you  ever  helped  to  pick  apples  ?  Did  you  enjoy  it  ?  How 
many  children  are  in  the  picture  ?  What  is  each  doing  ? 
Which  children  are  interested  in  watching  the  work  ?  Which 
are  interested  in  the  feel  and  taste  of  the  apples  ? 

195.    WRITTEN    LESSON 

Write  a  composition  on  one  of  the  following  subjects : 

1.  An  account  of  the  picture. 

2.  Picking  apples. 

3.  Gathering    cherries    (or    strawberries,    blackberries,  blue- 

berries, or  some  other  kind  of  fruit). 

4.  Nutting. 

5.  The  fruit  and  nuts  on  a  push-cart. 

Make  an  illustrated  booklet  of  this  composition,  using 
your  water  colors,  as  in  Lesson  131. 

196.    LANGUAGE    LESSON 

THE   ELEMENTS    OF  A   SENTENCE 

In  Part  II  of  this  book  we  have  learned  something  about 
the  way  in  which  sentences  are  made,  and  something  about  the 
uses  of  words  in  the  sentences.      Every  sentence  has  a  sub- 


176  Everyday  English 

ject  and  a  predicate.  Usually  there  are  other  words,  some 
modifiers  of  the  subject  and  some  moditiers  of  the  predicate. 
Every  sentence  can  be  analyzed  into  the  subject  and  its  modi- 
tiers  and  the  predicate  and  its  modifiers. 

The  subject  of  a  sentence  is  a  noun  or  pronoun.  The 
predicate  is  a  verb  or  verb-group.  Adjectives  are  words 
modifying  nouns.     Adverbs  are  words  modifying  verbs. 

Nouns,  pronouns,  and  verbs  change  their  form  in  order  to 
express  changes  in  meaning.  We  have  studied  changes  in 
nouns  and  pronouns  to  express  number  and  possession,  and 
•changes  in  verbs  to  express  number  and  tense. 

We  have  also  studied  with  esi)ecial  care  some  troublesome 
verbs,  as  c?o,  see,  may,  can,  lie,  lay,  set,  teach,  learn. 

Analyze  the  following  sentences,  as  in  Lesson  181: 

1.  The  great  fire  flames  brightly. 

2.  Our  hands  and  faces  burn  with  the  heat. 

3.  May  and  I  have  played  in  the  brook. 

4.  The  dark  shadows  of  the  trees  gather  about  the  fire. 

5.  Now  we  must  trudge  slowly  to  our  home. 

197.    ORAL   LESSON 

REVIEW 

What  are  the  four  kinds  of  sentences?  Define  each  and 
give  an  example.  Define  the  complete  subject,  the  complete 
l)redicate,  the  simple  subject,  the  simple  predicate.  What  are 
modifiers?  Make  several  sentences  with  subject  modifiers; 
several  with  predicate  modifiers.  Define  nouns,  common  and 
proper  nouns,  pronouns,  verbs,  verb-groups,  adjectives,  and 
adverbs.  Give  examples  of  each.  Explain  number,  posses- 
sion, tense.  Let  several  pupils  give  the  substance  of  Lesson 
19G. 


Review  Lessons  177 

198.    WRITTEN   LESSON 

REVIEW 

Write  a  telegram  of  not  over  ten  words  addressed  to  your 
father  asking  him  to  meet  you  at  a  certain  time  and  place. 

Write  a  letter  to  the  Macmillan  Company,  64-66  Fifth 
Ave.,  New  York,  ordering  a  copy  of  this  book. 

If  these  written  exercises  are  faulty,  they  are  to  be  cor- 
rected and  carefully  rewritten. 

199.   LANGUAGE    LESSON 

REVIEW 

Choose  the  correct  word  from  the  two  in  each  parenthesis: 
1.  I  have  (laid,  lain)  the  table  for  supper.  2.  I  will  (lie,  lay) 
down  for  a  nap.  3.  (Were,  was)  you  at  home  ?  4.  (Doesn't, 
don't)  he  study  hard?  5.  He  (can,  may)  be  excused  at  four 
o'clock.  6.  She  (set,  sat)  the  chair  ou  the  porch,  and  I  (set,  sat) 
there  in  the  sunshine.  7.  (A,  an)  old  man  gave  the  dog  (its,  it's) 
name.  8.  I  (have,  haven't)  no  money.  9.  (Has,  have)  you 
(laid,  lain)  there  all  the  afternoon  ?  10.  I  (shall,  will)  be  at  home 
to-morrow.  12  He  (shall,  will)  play  ball  with  her  and  (I,  me). 
13.  She  (doesn't,  don't)  care  for  any  candy.  14.  (They,  them) 
and  (we,  us)  (run,  runs)  races.  15.  (Was,  were)  you  and  (he, 
him)  kept  after  school?  16.  He  (did,  done)  a  good  deal.  17. 
Between  you  and  (I,  me)  (sat,  set)  a  very  tall  girl.  18.  Yester- 
day I  (play,  played)  with  (those,  them)  boys.  19.  If  you  say  I 
(may,  can),  I  will  (sit,  set)  on  the  sofa.  20.  (It's,  its)  too  fine 
a  day  for  (a,  an)  umbrella. 

Make  sentences  with  pronouns  for  subjects  and  with  may^ 
can^  shall,  will,  sit,  set,  lie,  lay,  laid,  lain,  saw,  seen,  did,  done, 
in  the  predicates. 


178  Everyday  English 

200.    RKVIKW 

CAPITALS    AND    PUNCTUATION 

Review  the  rules  for  capitals  in  Lesson  100.  All  proper 
nouns  begin  with  capitals.  All  direct  quotations  begin  with 
capitals. 

Review  the  rules  for  punctuation  in  Lessons  100  and  142. 
What  are  contractions?  abbreviations?     Give  the  rules  for 
the  apostrophe.     Give  the  rules  for  divided  quotations- 
Punctuate  and  capitalize  the  following  passages  : 

1.  george  washingtons  birthday  is  february  22nd 

2.  another  great  americans  birthday  comes  in  february 

3.  these  patriots  deeds  will  not  be  forgotten 

4.  not  a  drum  was  heard  not  a  funeral  note 

as  his  corse  to  the  rampart  we  hurried 
not  a  soldier  discharged  his  farewell  shot 
oer  the  grave  where  our  hero  we  buried 

5.  a  grasshopper  half  dead  with  hunger  said  to  an  ant  give  me 
a  morsel  of  your  corn  for  i  am  starving  what  were  you  doing  all 
last  summer  said  the  ant  o  i  wasnt  idle  said  the  grasshopper  i 
was  singing  all  summer  long  then  said  the  ant  laughing  since  you 
could  sing  all  summer  mr  grasshopper  you  may  dance  all  winter 
good-by 


PAKT    THREE 


201.    ORAL   LESSON 

ENUNCIATION 

Your  attention  was  called  in  Lesson  191  to  certain  faults 
of  speech  common  in  this  country.  Our  words  are  often 
mumbled  and  often  run  together  or  clipped  off,  so  that  we 
are  not  easily  understood.  Sometimes  our  voices  are  very 
shrill  or  harsh,  and  many  of  us  have  the  bad  habit  of  talking 
through  our  noses.  Words  are  the  tools  by  which  we  ex- 
press our  thoughts  to  each  other.  Why  not  learn  to  use 
these  valuable  tools  correctly  ? 

Much  of  the  beauty  of  good  literature  is  spoiled  by  bad 
reading.  Read  aloud  carefully  the  two  following  passages 
from  Tennyson,  and  see  how  clear  enunciation  and  good 
tones  add  to  their  beauty: 

1-  Ring  o^^t,  wild  bells,  to  the  wild  sky, 

The  flying  clouds,  the  frosty  light ; 
The  year  is  dying  in  the  night; 
Ring  out,  wild  bells,  and  let  him  die. 

2.  vSonietimes  a  troop  of  damsels  glad, 

An  abbot  on  an  ambling  pad. 
Sometimes  a  curly  shepherd  lad, 
Or  long-haired  page  in  crimson  clad, 
Goes  by  to  towered  Camelot. 
179 


180  Everyday  English 

Read  aloud  the  poems  in  Part  II,  Lessons  113,  131,  146, 
161,  185. 

In  the  following  description  from  Stevenson,  one  of  our 
most  pleasing  modern  writers,  see  how  the  music  of  the 
language  is  helped  by  careful  reading : 

This  was  a  very  different  camp  from  that  of  the  night  before 
in  the  cool  and  silent  pinevvoods.  It  was  warm  and  even  stifling 
in  the  valley.  The  shrill  song  of  frogs,  like  the  tremolo  note  of  a 
whistle  with  a  pea  in  it,  rang  up  from  the  riverside  before  the  sun 
was  down.  In  the  growing  dusk,  faint  rustlings  began  to  run  to 
and  fro  among  the  fallen  leaves ;  from  time  to  time  a  faint  chirp- 
ing or  cheeping  noise  would  fall  upon  my  ear;  and  time  to  time 
I  thought  I  could  see  the  movement  of  something  swift  and  in- 
distinct between  the  chestnuts.  A  profusion  of  large  ants  swarmed 
upon  the  ground ;  bats  whisked  by,  and  mosquitoes  droned  over- 
head. The  long  boughs  with  their  bunches  of  leaves  hung  against 
the  sky  like  garlands ;  and  those  immediately  above  and  around 
me  had  somewhat  the  air  of  a  trellis  which  should  have  been 
wrecked  and  half  overthrown  in  a  gale  of  wind. 

—  Travels  ivith  a  Donkey. 

202.    WRITTEN    LESSON 

Write  a  brief  account  of  some  incident  in  your  vacation. 
What  is  the  title  ?  Where  is  it  to  be  written  ?  How  many 
paragraphs  are  there  to  be  in  your  composition  ?  What  is 
each  one  to  be  about  ?  Where  should  the  first  word  of  each 
paragraph  be  placed  ?  After  j'ou  have  finished  writing,  look 
over  your  work  and  revise  your  spelling,  capitalization,  and 
])unctuation. 

Some  of  the  compositions  may  be  read  aloud,  and  judged 
l)y  the  teacher  for  (1)  interest,  (2)  clearness,  (3)  good  oral 
rcadinrr. 


/.  The  Parts  of  Speech  181 

203.    LANGUAGE    LESSON 

THE   PARTS   OF   SPEECH 

There  are  eight  Parts  of  Speech  or  uses  of  words  in  the 
sentence.      Five  of  these  have  already  been  studied  in  Part  II. 

Nouns  are  words  that  name  persons,  pLaces,  things,  ideas. 
Pronouns  are  words  that  stand  for  nouns. 
Verbs  are  words  that  assert  or  tell  something. 
Adjectives  are  words  that  modify  nouns  or  pronouns. 
Adverbs   are  words  that   modify  verbs,  adjectives,  or   other 
adverbs. 

Find  each  of  these  parts  of  speech  in  the  following  sentence  : 

The  little  dog  quickly  buried  his  bone  in  the  ground. 

Give  several  examples  of  each  of  these  parts  of  speech. 

Make  sentences  by  enlarging  the  following  subjects  and 
predicates.  In  each  sentence  put  at  least  one  adjective  or 
adverb.  See  if  you  can  make  more  than  one  sentence  for  each 
noun  and  verb.  See  how  many  modifiers  you  can  introduce 
in  a  single  sentence. 

Example  :     The  yellow  lion  roared  with  delight. 

The  fierce  lion  had  roared  for  the  last  time. 

In  the  morning  the  big  ugly  lion  roared  for  his  breakfast. 


Subjects 

Predict 

ITES 

lion 

Columbus 

roared 

discovered 

rain 

Washington 

fell 

told 

minister 

Europe 

preached 

is 

children 

Icarus 

cried 

flew 

The  eight  parts  of  speech  are  nouns,  pronouns,  verbs,  adjec- 
tives, adverbs,  prepositions,  conjunctions,  interjections. 


182 


Everyday  English 
204.    ORAL    LESSON 


AURORA 


A  long  time  ago  people  believed  that  the  sun,  moon,  and  stars 
were  persons  like  themselves,  only  greater  and  more  powerful. 
They  worshiped  these  powerful  beings  as  gods.  The  Greeks 
called  the  moon-goddess  Diana,  and   the    sun-god    Apollo.     Our 


picture  is  from  a  famous  painting  that  illustrates  the  Greek  story 
about  Apollo,  who  changed  night  into  beautiful  day  with  its  wel- 
come light  and  warmth. 

Apollo's  palace  was  far  away  in  the  east  where  he  rested  dur- 
ing the  night,  seated  upon  a  golden  throne.  The  Hours,  Days,  and 
Months  stood  ready  to  attend  him  on  his  daily  journey. 

During  the  night  the  beautiful  Diana  made  her  journey  across 
the  sky,  and  each  morning  she  was  succeeded  by  Aurora,  the 
rosy-fingered  goddess  of  dawn.  You  can  see  Aurora  in  the  pic- 
ture parting  the  clouds  in  order  to  prepare  the  way  for  the  chariot 
of  the  sun-god.  To  this  chariot  are  harnessed  the  four  white 
horses,  which  no  one  but  Apollo  could  drive.  The  picture  shows 
the  moment  of  dawn  and  the  beginning  of  Apollo's  journey. 

He  drove  his  chariot  up  the  steep  ascent  of  the  sky  until  he 
reached  the  top.     From  the  rapidly  driven  chariot  streamed  light 


Aurora  183 

and  heat.  At  noon  the  descent  began,  and  the  chariot  sped  on 
down  the  sky  toward  the  west,  and  the  sun-god  was  glad  to  bathe 
his  head  in  the  cool  sea.  Aurora  again  parted  the  clouds,  which 
her  rosy  lingers  transformed  into  the  beautiful  hues  of  the  sunset, 
and  the  sun-god  sank  to  rest  beneath  the  western  sea. 

Guido  Reni,  who  painted  this  picture,  was  not  a  Greek, 
but  an  Italian  who  lived  long  after  the  Greeks.  How  many 
goddesses  encircle  the  chariot?  Why  has  the  painter  put 
wreaths  of  flowers  in  Aurora's  hands?  Apollo  (or  Phoebus), 
Aurora,  and  Diana  are  frequently  referred  to  in  English 
poetry.  If  you  remember  this  picture,  you  will  understand 
many  passages,  as  the  following,  from  Shakespeare  : 

The  heavenly-harnessed  team 

Begins  his  golden  progress  in  the  east. 

Gallop  apace,  you  hery-footed  steeds. 

Towards  Phoebus'  lodging. 

Oral  Compositions: 

I.   The  Story  of  Apollo. 

1.  Beliefs  of  the  Greeks  about  the  sun  and  moon. 

2.  Apollo's  Palace. 

3.  The  Dawn. 

4.  Apollo's  daily  journey. 

II.    The  Picture  Aurora,  by  Guido  Reni. 

1.  What  the  picture  represents. 

2.  Persons  in  the  picture : 

(a)  Aurora;  (b)  Apollo;  (c)  Apollo's  attendants. 

205.    WPJTTEN    LESSON 

Write  a  composition  on  (1)  The  Story  of  Apollo,  or 
(2)  The  Picture  of  Aurora,  following  one  of  the  outlines 
given  in  Lesson  204. 


184  Everyday  English 

206.    LANGUAGE    LESSON 

NOUNS:     REVIEW 

See  Lessons  109,  184,  187. 

Nouns  are  names  for  persons,  places,  things,  or  ideas. 

Nouns  are  divided  into  two  classes,  proper  nouns  and 
common  nouns. 

Proper  nouns  are  names  of  individual  persons,  places,  or 
things  ;  as,  John,  Smith,  Baltimore.  Proper  nouns  begin  with 
capitals. 

Common  nouns  are  names  that  can  be  applied  to  many 
persons  or  places  or  things,  as  man,  city,  ice-cream. 

Most  nouns  become  plural  by  adding  s  to  the  singular. 
Some  nouns  form  plurals  in  other  ways  (see  Lesson  84). 

Most  nouns  become  possessive  by  adding  's  to  the  singular 
and  (')  to  the  plural.  \n  what  other  ways  may  the  possessive 
be  formed  ? 

Nouns  play  an  important  part  in  the  sentence.  The  sub- 
ject is  a  noun  or  a  pronoun. 

Erom  the  compositions  written  in  Lesson  205,  select  the 
following :  five  proper  nouns,  five  common  nouns,  three 
nouns  that  are  possessive,  five  nouns  that  are  subjects. 

207.    ORAL   LESSON 

BEES 

Although  bees  have  been  in  the  service  of  man  for  thousands 
of  years,  they  have  never  been  thoroughly  domesticated.  They 
are  wild  creatures  still.  They  are  still  armed  with  a  sting 
against  man's  interference,  still  take  to  the  woods  when  conditions 
ill  the  garden  do  not  suit  thera,  and  still  thrive  in  a  wild  state  as 
well  as  imder  the  cave  of  man.  Their  service  to  us  is  still  involun- 
tary ;  and  the  tribute  we  levy  is  in  the  natuie  of  a  robbery. 


Bees 


185 


The  bees  in  tlie  hives  are  queens,  workers,  and  drones.  The 
drones,  or  male  bees,  are  useless  for  gathering  honey,  and  are 
commonly  destroyed  by  the  females,  or  workers.  The  task  of  the 
workers  is  to  build  the  cells  of  the  honeycomb  and  to  fill  them 
with  honey  against  the  long  winter  season.  The  queen  is  the 
mother  bee  of  the  brood.  She  is  wonderfully  prolific.  She  will 
sometimes  lay  a  thousand  or  more  eggs  per  day  for  a  month. 
These  eggs  are  deposited  in  cells,  and  the  larvae  or  young  bees 
fed  with  honey  until  fully  grown. 

Bees  are  great  colonists.  Their  rapid  increase  will  soon  fill  a 
hive.  When  they  find  themselves  growing  hot  and  crowded,  a 
body  of  them,  with  a  queen,  will  emerge  from  the  hive,  gather 
on  some  neighboring  tree  or  building,  and  then  all  make  oft'  for  a 
new  home.  This  is  called  "  swarming."  Those  that  remain  in 
the  old  hive  will  continue  life  there  with  a  new  queen,  until  the 
pressure  of  population  again  becomes  too  great ;  then  another 
body  of  "  colonists ''  will  be  sent  out.  The  community  or  social 
life  of  bees  has  been  closely  studied,  and  shown  to  be  one  of  the 
most  marvelous  things  in  nature. 


it'i 


ISi)  Everyday  English 

Repeat  the  substance  of  this  selection  in  the  form  of  an 
oral  composition.  Can  any  one  give  further  information 
about  bees  ?  about  ants  or  other  insects  ?  Much  interesting 
bee  lore  will  be  found  in  John  Burroughs's  Pepacton,  in  Sir 
John  Lubbock's  Bees,  Ants,  and  Wasps.  Charming  stories 
about  bees  are  Maurice  Maeterlinck's  The  Life  of  a  Bee  and 
Maurice  NoeFs  Buzz. 

208.    WRITTEN    LESSON 

A  PARAGRAPH  FOR  STUDY 

Bees,  like  the  milkman,  like  to  be  near  a  spring.  They  do 
water  their  honey,  especially  in  a  dry  time.  The  liquid  is  then, 
of  course,  thicker  and  sweeter,  and  will  bear  diluting.  Hence 
old  bee-hunters  look  for  bee  trees  along  creeks  and  near  springs 
in  the  woods.  I  once  found  a  tree  a  long  distance  from  an}'- 
water,  and  the  honey  had  a  peculiar  bitter  flavor,  imparted  to 
it,  I  was  convinced,  by  rainwater  sucked  from  the  decayed  and 
spongy  hemlock  tree  in  which  the  swarm  was  found.  In  cut- 
ting into  the  tree,  the  north  side  of  it  was  found  to  be  saturated 
with  water  like  a  spring,  which  ran  out  in  big  drops,  and  had  a 
bitter  flavor.  The  bees  had  thus  fouud  a  spring  or  a  cistern  in 
their  own  house. 

—  From  Pepacton,  by  John  Burroughs. 

Copy  this  paragraph  carefully.  A  paragraph  should  al- 
ways liave  one  subject  or  topic,  and  every  sentence  in  the 
paragraph  should  have  some  connection  witli  that  subject. 
The  topic  of  this  paragraph  can  be  put  in  a  single  sentence  : 
Bees  put  water  in  their  honey.  Note  how  this  idea  is  in- 
troduced in  tiie  first  sentence  of  the  paragraph. 

In  Lesson  207,  what  is  the  topic  of  the  first  paragraph? 
of  the  third  paragraph  ? 


Personal  Pronouns  187 

209.    LANGUAGE    LESSON 

PRONOUNS:    PERSONAL 

See  Lessons  112,  169,  187. 

Pronouns  are  words  used  instead  of  nouns. 

The  subject  of  a  sentence  is  a  noun  or  a  pronoun. 

A  personal  pronoun  shows  by  its  form  whether  it  stands  for 
the  person  speaking,  the  person  spoken  to,  or  the  person  or 
thing  spoken  of. 

John  meets  James  and  says,  ''Hello,  James,  I  am  going  skat- 
ing. Will  you  go  with  me  ?  Do  you  think  Fred  will  go  ?  Shall 
I  ask  him  ?  " 

Who  is  the  person  speaking  ?  What  pronouns  stand  for 
tlie  person  speaking  ?  Who  is  the  person  spoken  to  ?  What 
pronouns  stand  for  the  person  spoken  to  ?  Who  is  the  person 
spoken  of  ?     What  pronoun  stands  for  the  person  spoken  of  ? 

Pronouns  that  stand  for  the  person  speaking  are  in  the 
first  person;   as,  /,  my^  me,  we^  our^  us. 

Pronouns  that  stand  for  the  person  spoken  to  are  in  the 
second  person  ;  as,  you^  your. 

Pronouns  that  stand  for  the  person  or  thing  spoken  of  are 
in  the  third  person  ;  as,  Ae,  she,  it,  him,  his,  her,  its,  they,  their, 
them. 

Exercises 

1.  What  are  the  plurals  for  the  singular  pronouns  /,  you, 
he,  she,  it  ?     What  are  the  possessive  singulars  and  plurals  ? 

2.  Find  the  personal  pronouns  in  Lesson  92.  Tell  whether 
each  is  in  the  first,  second,  or  third  person ;  whether  each  is 
singular  or  plural. 

Besides  the  personal  pronouns  there  are  many  others,  of 
which  the  most  common  are  :  who,  which,  ivhom,  what,  this,  that. 


188  Everyday  English 

210.    ORAL   LESSON 

A   GAME  WITH   WORDS 

Many  games  with  words  have  been  invented  for  the  amuse- 
ment of  children  of  all  ages,  from  seven  to  seventy.  One  of 
the  most  common  games  is  to  choose  a  word  and  see  how 
many  other  words  can  be  made  with  the  letters  of  the  word 
chosen.  In  playing  the  game  it  is  not  permitted  to  nse  any 
letter  oftener  than  it  is  used  in  the  original  word.  Suppose 
we  try  the  word  timber.  We  can  get  tire,  met,  bet,  bit,  rim, 
brim,  mire,  tier,  and  others  from  it.  From  earnest  we  can 
get  ear,  eat,  east,  earn,  ease,  ant,  are,  ate,  rest,  ran,  rate,  nest, 
7ieat,  near,  nearest,  sear,  seen,  set,  steer,  stare,  and,  possibly, 
still  others.  Try  some  other  Avords,  your  name,  for  example, 
and  see  what  you  can  do  with  them.  See  who  can  make  the 
longest  correct  list  in  five  minutes.  If  you  like  this  game, 
play  it ;  it  will  not  only  be  amusing,  but  will  help  you  to 
spell  correctly. 

211.    WRITTEN    LESSON 

This  lesson  may  be  devoted  to  a  criticism  of  words  mis- 
spelled, misused,  or  poorly  chosen  iu  tlie  compositions  of 
Lessons  202,  205,  and  208.  The  incorrect  words  may  be 
selected  by  the  teacher,  but  the  class  should  write  the  cor- 
rect forms. 

212.    LANGUAGE    LESSON 

VERBS   AND   VERB-GROUPS 

See  Lessons  118,  121,  139,  16'J,  172,  187. 

Verbs  are  words  that  tell  or  assert  somethingo 

Most  verbs  express  action  :   as,  run,  jump,  talk,  find,  chase. 


Verbs  and  Verb-Groups  189 

Verbs  vary  in  form  to  express  number  and  tense. 

The  verb  may  consist  of  several  words.  Tlien  it  is  called 
a  verb-group  (or  verb-phrase). 

The  simple  predicate  of  a  sentence  is  always  a  verb  or 
a  verb-group. 

In  Lesson  207  select  all  the  verbs  and  verb-groups. 

Which  express  action?  Which  are  used  with  plural  sub- 
jects? 

Which  are  modified  by  adverbs? 

In  the  following  sentences,  select  the  simple  subjects  and 
the  simple  predicates.  Notice  that  there  are  sometimes  two 
subjects  and  sometimes  two  predicates. 

1.  May  was  playing  in  the  field. 

2.  She  picked  a  dandelion  ball  and  blew  it. 

3.  The  seeds  sailed  away  like  feathers. 

4.  Three  white  seeds  caught  on  the  lirab  of  a  tree. 

5.  A  bird  may  find  those  seeds. 

6.  What  Avould  he  do  with  them  ? 

7.  He  would  carry  them  home  for  his  nest. 

8.  The  lining  of  his  nest  is  soft  and  warm. 

9.  May  and  her  brother  George  climbed  the  tree. 
10.  Look  at  its  three  blue  eggs. 

213.    ORAL   LESSON 

GREEK  STORIES 

Even  before  men  had  a  written  language,  they  delighted  in 
stories  of  brave  and  heroic  adventure.  They  made  songs  which 
told  of  the  great  deeds  of  some  hero,  and  these  songs  were  handed 
down  to  their  children  and  their  children's  children.  Whenever 
any  race  or  nation  became  so  civilized  that  it  had  tools,  houses, 
writing,  and  a  government,  these  songs  were  made  over  into  poems 


1110 


Everyday  English 


that  related  again  the  stories  of  adventure  and  praised  the  deeds  of 
bravery,  truth,  and  justice.  The  most  famous  of  such  poems  are 
in  Greek,  Homer's  Iliad  and  Odyssey.  This  Iliad  is  the  story  of 
the  siege  of  Ilium  or  Troy,  a  city  in  Asia  ]\Iinor.  Hector  is  the 
hero  of  the  defenders  of  the  city,  and  Achilles  the  hero  of  the 
Greeks,  who  finally  capture  and  destroy  it.  The  Odyssey  tells  of 
the  long  travels  and  adventures  of  one  of  the  Greeks,  Ulysses,  from 
the  time  of  the  destruction  of  Troy  until  at  last  he  returned  to  his 
home  and  his  faithful  wife,  Penelope.  These  great  poems  have 
been  read  and  reread  for  thousands  of  years,  and  they  are  still  the 
best  loved  stories  in  the  world.  The  Greeks,  who  were  a  very 
brilliant  and  imaginative  people,  created  many  other  famous 
hero  tales,  some  of  which  must  be  familiar  to  you. 

In  the  talk  to-day  let  us  see  what  the  pupils  can  tell  about 
some  of  the  following  topics,  or  what  questions  they  can  ask 
the  teacher  in  regard  to  them:  Greece,  Homer,  Iliad,  Odys- 
sey, Troy,  Achilles,  Hector,  Ulysses,  Greek  m3^ths,  Greek 
heroes,  Hercules,  Jason,  Perseus,  Nausicaa,  Cyclops,  The 
Lotus-Eaters.  Orjilieus. 


Kii.VDINU   HOMEli. 


Adjectives  191 

The  Iliad  and  Odyssey  have  been  retold  by  A.  J.  Chvirch  in  two 
delightful  volumes,  The  Story  of  the  Iliad  and  The  Story  of  the 
Odyssey  (Macmillan  Co.).  Bryant's  poetical  translation  of  the 
Odyssey  will  supply  interesting  selections  for  reading.  Among 
the  best  translations  are  Lang  and  Butcher's  Odyssey  and  Lang, 
Leaf,  and  Myers's  Iliad.  Charles  Kingsley's  The  Greek  Heroes, 
and  Hawthorne's  Wonder-Book  and  Tanglewood  Tales  tell  the 
stories  of  the  Greek  myths  and  legends.  Selections  from  these 
books  are  given  in  Baker  and  Carpenter's  Fifth  Year  Language 
Reader  (Macmillan  Co.). 

214.    WRITTEN   LESSON 

BUILDING   SENTENCES 
Write  the  following  sentences: 

1.  An  Interrogative  Sentence,  underlining  the  complete  subject. 

2.  An  Imperative  Sentence,  underlining  the  complete  predicate. 

3.  An  Exclamatory  Sentence. 

4.  A  sentence  with  a  pronoun  in  the  first  person. 

5.  A  sentence  containing  a  proper  noun,  a  personal  pronoun, 

and  a  verb-group. 

6.  A  sentence  containing  a  plural  and  a  possessive  noun. 

Exchange  papers.  Mark  with  a  C  each  sentence  that  is 
correct;  and  with  a  W  each  sentence  that  is  wrong.  The 
sentences  marked  W  are  to  be  rewritten  correctly. 

215.    LANGUAGE    LESSON 

ADJECTIVES 
Review  Lesson  157. 

Adjectives  are  words  that  modify  nouns  or  pronouns. 
The  three  adjectives,  a,  an,  the,  are  usually  called  articles. 


rosy-fingered 

these 

courteous 

that 

brittle 

those 

awful 

every 

right 

better 

this 

best 

192  Everyday  English 

Make  sentences  containing  the  following  adjectives: 

black  famous 

red  elaborate 

first  graceful 

second  famous 

wild  fertile 

droll  peppery 

Find   four  adjectives   that   you    can    use    in   descril^ing : 

a   horse,   a  book,   your   schoolroom,   your   best    friend,   the 

weather. 

Comparison  of  Adjectives 

Examine  the  following  sentences. 

John  is  brave.  James  is  braver  than  John.  Charles  is  the 
bravest  of  the  three. 

In  these  three  sentences  we  have  three  forms  of  the  adjec- 
tive brave,  which  are  used  in  comparisons.  When  two  per- 
sons or  things  are  compared,  braver  is  used.  When  more 
than  two  are  compared,  bravest  is  used. 

The  three  forms  are  called  degrees  of  comparison,  the  posi- 
tive, comparative,  and  superlative  degrees. 

Adjectives  of  one  or  two  syllables  regularly  form  the  com- 
parative by  adding  -er  to  the  positive  form,  and  form  the 
superlative  by  adding  -est  to  the  positive  form. 

Examples  :    sweet,  kind,  sour,  bitter,  funny,  cold,  warm,  etc. 

Many  adjectives  of  two  syllables,  and  all  of  more  than  two 
syllables,  use  more  and  77iost  in  comparison. 

Examples:  beautiful,  more  beautiful,  most  beautiful;  elegant, 
distinguished,  interesting,  famous,  useful. 

Some  adjectives  cannot  be  compared. 

Examples  :  first,  daily,  weekly,  arctic,  equal,  perfect. 


A    SfENK    IN    HOLLAND 


Holland  193 

216.    ORAL    LESSON 

THE   WINDMILLS    OF   HOLLAND 

What  wonder  that  the  Dutch  have  always  been  wise,  plucky, 
and  strong  ?  They  have  had  to  struggle  for  a  foothold  upon  the 
very  land  of  their  birth.  They  have  had  to  push  back  the  ocean 
to  prevent  it  from  welling  in  upon  them.  They  have  had  to  wall 
in  the  rivers  and  lakes  to  keep  them  within  bounds.  They  have 
been  forced  to  decide  which  should  be  land  and  which  should  be 
water,  —  forever  digging,  building,  embanking,  and  pumping  for 
dear  existence. 

Even  the  riotous  wind  has  been  made  their  slave.  Caught  by 
thousands  of  long-armed  windmills,  it  does  their  grinding,  pump- 
ing, draining,  sawing.  When  it  ceases  to  blow,  those  great 
sleevelike  sails  all  over  the  country  hang  limp  and  listless  in  the 
misty  air,  or  are  tucked  trimly  out  of  sight;  but  let  the  first 
breath  of  a  gale  be  felt,  and  straightway,  with  one  flutter  of 
preparation,  every  arm  is  turning  slowly,  steadily,  with  a  peculiar 
plenty -of-time  air,  or  is  whirling  as  if  the  spirit  of  seventy  Dutch- 
men had  taken  possession  of  it. 

You  can  scarcely  stand  anywhere  in  Holland  without  seeing 
one  to  twenty  windmills.  Many  of  them  are  built  in  the  form  of 
a  two-story  tower,  the  second  story  being  smaller  than  the  first, 
with  a  balcony  at  its  base  from  which  it  tapers  upward  until 
the  cap-like  top  is  reached.  High  up,  near  the  roof,  the  great 
axis  juts  from  the  wall;  and  to  this  are  fastened  two  prodigious 
arms,  formed  somewhat  like  ladders,  heaving  great  sheets  of 
canvas,  whose  business  it  is  to  catch  the  mischief-maker  and  set 
him  at  work.  These  mills  stand  like  huge  giants  guarding  the 
country.  Their  bodies  are  generally  of  a  dark  red ;  and  their 
heads,  or  roofs,  are  made  to  turn  this  way  and  that,  according  to 
the  direction  of  the  wind.  Their  round  eye-window  is  always 
staring.     Altogether,  they  seem  to  be  keeping  a  vigilant  watch 


194  Everyday  English 

in  every  direction.  Sometimes  they  stand  clustered  together; 
sometimes  alone,  like  silent  sentinels;  sometimes  in  long  rows, 
like  ranks  of  soldiers.  Holland  wouldn't  be  Holland  without  the 
windmills,  any  more  than  it  would  be  Holland  without  its  dikes 
and  its  Dutchmen. 

—  Mary  Mapes  Dodge;,  Tlie  Land  of  Pluck. 

Some  of  the  topics  for  oral  composition  may  be  :  "  The 
Fight  with  the  Sea,"  "  Dutch  Costumes,"  "  Windmills," 
"Products  of  Holland,"  "A  Dutch  Milk  Cart." 

217.    WRITTEN    LESSON 

A   DESCRIPTION 

Write  a  composition  telling  what  you  see  in  the  picture, 
and  using  as  many  of  the  following  expressions  as  possible  : 

canals,  flutter,  baggy,  clumsy,  giants,  poplars,  demure,  breath 
of  wind,  vigilant,  clatter,  on  the  cobble  stones,  plenty  of  time. 

218.    ORAL    LESSON 

ADVERBS 

Review  Lesson  175. 

Adverbs  are  used  to  modify  the  meaning  of  verbs,  adjec- 
tives, or  other  adverbs. 

Adverbs  answer  tlie  questions,  when,  where,  or  how, 
expressing  time,  place,  or  manner. 

l^se  the  following  adverbs  in  sentences  : 


now 

twice 

out 

very 

to-day 

seldom 

down 

too 

yesterday 

here 

up 

more 

never 

there 

pleasantly 

most 

always 

backward 

sure 

quite 

once 

forward 

probably 

rather 

Heroes  of  the  North 


195 


Many  adverbs  form  the  comparative  and  superlative  by- 
prefixing  more  and  most.  Positive,  pleasantly;  comparative, 
more  pleasantly  ;  superlative,  most  pleasantly. 

The  following  adjectives  and  adverbs  are  irregular  in 
comparison  : 


Positive 

Comparative 

Superlative 

good 

better 

best 

much,  many 

more 

most 

far 

farther 

farthest 

bad 

worse 

worst 

well 

better 

best 

little 

less 

least 

Form  an  adjective  from  each  of  these  nouns ;  as,  sensible^ 
senseless,  sensuous.,  sensitive,  from  sense. 

noise  worth 


snow 


pain 


joy 

peace 
hunger 

Form  adverbs  from  as  many  as  possible  of  the  adjectives 
that  you  have  just  made. 


love 

hope 

father 

sympathy 

heart 

child 

honor 

care 

home 

219.    ORAL    LESSON 

HEROES    OF   THE   NORTH 

In  Lesson  213  we  talked  about  some  of  the  heroes  and  stories  of 
ancient  Greece.  Other  lands  and  other  peoples  also  had  hero  tales 
handed  down  from  generation  to  generation  by  singers  and  reciters 
and  finally  made  into  written  poems.  Most  of  the  heroes  are 
represented  as  having  more  than  human  strength,  and  as  meeting 
with  most  wonderful  adventures.  One  of  the  great  heroes  of  the 
German  people  was  Siegfried  the  Volsung,  and  the  chief  hero 
of  French  poetry  was  Roland,  who  died  defending  France  against 


hIKGFKlKD 


AND    THK   DKAGUN. 
196 


Books  worth  Reading  197 

the  Saracens.  The  ancestors  of  the  English  people  came  to  Eng- 
land from  Germany,  and  they  brought  with  them  songs  and 
stories.  Beowulf,  a  story  about  a  hero  of  the  same  name,  is  one 
of  the  oldest  poems  in  the  English  language.  The  Britons,  who 
lived  in  England  before  the  Angles  and  Saxons  came  there,  also 
had  their  stories.  Some  of  these  told  of  King  Arthur  and  his 
court,  and  later  on  these  became  the  subjects  of  many  famous 
tales  in  verse  and  prose.  All  of  the  stories  were  told  hundreds  of 
years  ago,  before  America  was  discovered,  or  printing  invented; 
but  they  all  show  the  same  love  for  bravery,  truth,  and  unselfish- 
ness, which  we  have  to-day. 

Who  can  tell  something  about  any  of  the  following  topics? 
What  would  you  like  to  know  about  them?  Siegfried,  Brun- 
hild, the  Rhinegold,  Nibelungen,  Roland,  Charlemagne,  the 
Saracens,  Beowulf,  Grendel,  King  Arthur,  Sir  Galahad.  For 
a  later  lesson  you  are  to  be  prepared  to  tell  one  story  or 
incident  about  some  one  of  the  heroes  discussed  in  the  present 
Lesson  and  in  Lesson  213. 

These  stories  will  be  found  in  Katherine  F.  Boult's  Heroes  of 
the  NoTselands  (Temple  Classics  for  Young  People) ;  James 
Baldwin's  Stoi-y  of  Siegfried  ;  C.  J.  Child's  translation  of  Beowulf 
(Riverside  Series) ;  A.  J.  Church's  Heroes  of  Chivalry  and 
Romance;  Baker's  Oat  of  the  Northland  i}iid^cm\\\di\\);  Brown's 
In  the  Days  of  Giants  (Houghton  Mifflin  Co.).  Keary's  Heroes  of 
Asgard;  Mabie's  Norse  Stories  (Doubleday) ;  Cox's  Popular  Ro- 
mances of  the  Middle  Ages;  Butler's  translation  of  the  Song  of 
Roland  (Riverside  Series).  Baker  and  Carpenter's  Fifth  Year 
Language  Reader  (Macmillan)  will  supply  the  material  needed  for 
class  work. 

You  should  not  forget  that  the  history  of  our  own  country  is 
full  of  brave  deeds  by  land  and  sea.  Every  year  on  Memorial 
Day  as  you  help  to  decorate  with  flowers  the  graves  of  the  old 


198  Everyday  English 

soldiers,  you  are  celebrating  the  heroism  that  was  displayed  by 

the  armies  of  the  North  and  South. 

The  following  poem  was  written  many  years  ago  by  an  English 

poet  in  memory  of  English  soldiers  and   sailors,  but  no  words 

could  better  express  our  feelings  toward  both  the  Blue  and  the 

Gray. 

AN   ODE   TO   THE   BRAVE 
How  sleep  the  brave,  who  sink  to  rest, 
By  all  their  country's  wishes  blessed  ! 
When  spring,  with  dewy  fingers  cold. 
Returns  to  deck  their  hallowed  mould, 
She  there  shall  dress  a  sweeter  sod 
Than  fancy's  feet  have  ever  trod. 

By  fairy  hands  their  knell  is  rung; 
By  forms  unseen  their  dirge  is  sung; 
There  Honor  comes,  a  pilgrim  gray, 
To  bless  the  turf  that  wraps  their  clay  ; 
And  Freedom  shall  awhile  repair, 
To  dwell  a  weeping  hermit  there  ! 

—  William  Collins. 

220.    WRITTEN   LESSON 

Write  a  brief  composition  telling  an  incident  from  one  of 
the  hero  tales  of  Lessons  213  and  219. 

A  story  should  begin  in  a  simple,  clear,  and  interesting  way, 
and  should  end  when  you  have  reached  the  ending.  Do  not 
try  to  fill  it  out  when  your  ideas  are  all  used  up,  and  do  not 
add  a  "  moral."  Some  of  the  compositions  will  be  read  in  the 
class.  Which  have  the  best  beginnings  ?  Which  tell  the  story 
most  clearly  and  directly  ?  Which  have  good  endings  ?  Are 
any  of  them  good  enougli  to  go  into  the  class  story-book  ? 


'•  Phrases  and  Prepositions  199 

221.    LANGUAGE   LESSON 

PHRASES    AND   PREPOSITIONS 

The  following  expressions  are  prepositional  phrases:  of  me, 
with  pleasure,  on  the  table,  from  the  country,  in  time,  hy  courtesy, 
for  us,  at  the  picnic. 

In  each  expression  there  is  a  principal  word,  either  a  noun 
or  a  pronoun. 

In  each  expression  there  is  an  introducing  word,  called  a 
preposition. 

The  principal  word  in  a  phrase  (a  noun  or  a  pronoun)  may 
be  modified  by  adjectives;  as,  in  the  good  old  summer  time, 
under  the  long  red  box. 

]\Iake  sentences,  each  containing  a  phrase  with  one  of  these 
prepositions. 

on  from  against  for 

of  into  by  over 

below  in  beneath  through 

under  at  down  with 

A  phrase  may  be  used  like  an  adjective  to  modify  a  noun  or 
pronoun. 

A  phrase  may  be  used  like  an  adverb  to  modify  a  verb  or  an 
adjective. 

Make  sentences  in  which  the  following  phrases  modify 
nouns  or  pronouns: 

on  the  table,  of  honor,  under  the  carpet,  in  his  place,  beneath 
the  apple  trees,  down  the  street,  with  me. 

Make  sentences  in  which  the  following  phrases  play  the 
part  of  adverbs  and  modify  verbs  or  adjectives: 

into  the  shop,  in  fun,  at  home,  against  his  father's  wishes,  down 
the  street,  for  my  own,  toward  the  city,  with  my  old  friend. 


200 


Everyday  English 


222.    ORAL   LESSON 

HOEING   AND   FISHING.     AN   UNFINISHED   STORY 

The  sun  was  warm,  and  the  wind  still,  as  James  and  his  father 
hurried  back  and  forth  through  the  plowed  field  along  a  small 
New  England  lake,  dropping  little  handfuls  of  beans  in  the  fur- 
rows and  covering  them  with  tlieir  hoes.     The  day  was  Saturday, 

and  James  cherished  a  feeling  that 
a  world  in  which  a  boy  had  to  work 
on  his  one  weekly  holiday  was  not 
ordered  pro])erly.  The  field  was 
big;  and  although  they  had  been 
at  work  all  the  four  hours  since 
sunrise,  they  would  probably  not 
be  done  until  the  sun  was  going 
down  over  the  wooded  hills.  Two 
of  his  friends  were  off  in  the  woods 
following  a  leaping,  dashing  little 
stream  up  the  mountain  side,  and, 
he  felt  sure,  filling  their  baskets 
with  the  beautiful  spotted  trout. 
To-morrow  would  be  Sunday  ;  he 
would  have  to  wear  a  stiff  collar 
and  tight,  squeaky  shoes.  After 
Sunday  school  his  friends  would 
tell  him  all  about  their  fishing  and 
their  catch.  Perliaps  one  of  them 
had  already  got  the  famous  big 
trout  under  the  mill-race  that 
every  man  and  boy  in  the  town 
liad  tried  for,  but  no  one  had  ever 
hooked,  lie  thought  he  had  seen  that  trout  once,  but  he  wasn't 
quite  sure.     And  his  hands  were  getting  blistered  from  this  heavy 


^^ji  Wm» 


An  Unlinished  Stoiy 


201 


hoe  (the  fishing  pole  raised  blisters  sometimes,  but  that  didn't 
matter),  and  he  was  tired  and  hot  and  altogether  unhappy. 

So  the  slow  day  wore  on,  with  an  hour  for  rest  and  lunch  at 
noon.  At  four  o'clock  one  of  the  neighbors  drove  up,  and  hailing 
his  father,  took  him  off  to  look  at  some  cattle  that  were  for  sale, 
"  There  are  only  six  rows  to  do,  James,"  said  his  father.  "  Hurry 
along,  and  you'll  be  through  before  dark." 

Meanwhile  the  sky  had  grown  gray,  a  dark  cloud  came  up  out 
of  the  west,  faint  thunder  rolled  in  the  distance,  and  —  what  was 
that  ?  Yes,  a  fish  leaped  in  the  lake;  then  another,  and  another, 
until  they  seemed  to  be  calling  to  James,  "  Come,  have  a  try  at 
us  ! "  It  was  too  much  for  the  tired  boy.  He  dug  a  big  hole 
with  his  hoe,  poured  in  the  rest  of  the  beans,  and  hurried  across 
the  field  to  the  woodshed  where  his  fishing  tackle  hung. 

Think  of  what  the  ending  or  tlie  sequel  to  this  story 
might  be.  Invent  as  many  endings  for  it  as  you  can. 
Which  is  the  most  natural,  or  most  interesting  ? 


202  Everyday  Englisli 

223.    WRITTEN    LESSON 

BUILDING   SENTENCES 

Taking  as  a  general  topic  the  story  in  Lesson  222,  write 
declarative  sentences  : 

1.  \Vith  a  noun,  an  adjective,  and  a  prepositional  phrase  in  the 
subject. 

2.  With  a  noun  and  two  adjectives  in  the  subject. 

3.  With  a  compound  subject. 

4.  With  a  verb  group  and  an  adverb  in  the  predicate. 

5.  With  a  prepositional  phrase  in  the  predicate. 

6.  With  two  prepositional  phrases. 

Exchange  papers  and  correct  as  in  Lesson  214. 

224.    LANGUAGE   LESSON 

CONJUNCTIONS.     INTERJECTIONS 

Words  used  to  connect  words,  sentences,  or  parts  of  sen- 
tences are  called  conjunctions. 

And^  hut,  or,  therefore,  hence,  however,  if,  that,  are  some  of 
the  most  common  conjunctions. 

Spring  has  come  a7id  the  flowers  are  blooming. 

The  crocuses  and  hyacinths  are  here. 

It  is  raining,  but  the  sun  is  shining  through  the  clouds. 

It  will  be  rainy  oi'  cloudy  to-morrow. 

The  arithmetic  papers  are  excellent,  there/ore  the  class  may  be 
excused  at  three  o'clock. 

The  spelling  lesson  was  poor  ;  however,  you  will  do  better  to- 
morrow. 

Prepositions  introduce  nouns  or  pronouns,  thus  making 
phrases.  Conjunctions  connect  words  or  parts  of  sentences,  but 
do  not  make  phrases. 


The  Concord  Hymn  203 

In  Stevenson's  poem  "  Singing,"  Lesson  7,  and  in  the  ac- 
count of  Washington,  Lesson  43,  select  the  prepositions  and 
conjunctions.     How  is  each  one  used  ? 

Words  used  to  express  strong  feeling  are  called  interjections. 
Some  of  the  most  common  are:  0,  0/i,  Ah,  hurrah^  alas,  hello. 
They  are  usually  followed  by  an  exclamation  mark  or  a 
comma,  and  are  thus  separated  from  the  sentence. 

1.  0!  please  help  me.  2.  Hurrah!  we  have  won  the  game. 
3.  Hello  !  is  that  you  ?  4.  Ah,  I  see  that  you  were  here  before 
me.     5.    There  is,  alas,  uo  hope. 

225.    ORAL    LESSON 

THE   CONCORD  HYMN 

By  the  rude  bridge  that  arched  the  flood, 
Their  flag  to  April's  breeze  unfurled, 

Here  once  the  embattled  farmers  stood, 
And  fired  the  shot  heard  round  the  world. 

The  foe  long  since  in  silence  slept ; 

Alike  the  Conqueror  silent  sleeps  ; 
And  Time  the  ruined  bridge  has  swept 

Down  the  dark  stream  which  seaward  creeps. 

On  this  green  bank,  by  this  soft  stream, 

We  set  to-day  a  votive  stone; 
That  memory  may  their  deed  redeem. 

When,  like  our  sires,  our  sons  are  gone. 

Spirit!  who  made  those  freemen  dare 

To  die,  or  leave  their  children  free. 
Bid  Time  and  Nature  gently  spare 

The  shaft  we  raise  to  them  and  Thee. 

—  Kalph  Waldo  Emerson. 


204 


Everyday   Knj^'lisli 


This  poem  was  Avrittcii  to  celebrate  the  monument  which 

marks  the  spot  where  the 
battle  of  Concord  was 
fought,  April  19,  1775. 
At  the  beginning  of  what 
war  did  the  battle  of  Con- 
cord take  place  ?  Describe 
the  condition  of  affairs 
in  P>oston.  Why  did  the 
British  troops  march  out  to 
Concord  ?  How  were  the 
Americans  warned  of  the 
approach  of  the  British  ? 

What  does  the  last  line 
of  the  first  stanza  mean? 
What  thought  is  expressed 
in  the  second  stanza  ? 
Wliat  are  the  meanings  of 
votive  and  redeem  in  the 
stanza  ?  What  reason  is  given  for  erecting  the  monu- 
?      What    Spirit    "made 


third 
ment 
those  heroes  dare  to  die  "  ? 


Ilal])li  Waldo  Emerson  has  a 
jjlace  among  the  greatest  Amer- 
icans, along  with  Washington, 
Lincoln,  Lee  and  a  few  others. 
He  was  a  pliilosopher  and  thinker 
whose  ideas  have  influenced  many 
men  all  over  the  world.  When 
you  are  older  you  will  read  his 
essays  and  addresses.  Emerson 
was  born  in  1803,  and  died  in  1883,  at  Concord,  Massachusetts, 
where  he  lived  for  tifty  years. 


The  Parts  of  Speech  205 

226.    WRITTEN   LESSON 

THE   CHOICE   OF   WORDS 

The  teacher  will  read  aloud  or  write  upon  the  board  some 
sentences  that  have  been  written  by  the  class  in  Lesson  214, 
217,  or  223,  underlining  words  which  have  been  used  im- 
properly or  which  are  not  well  chosen.  The  class  will 
rewrite  these  sentences,  substituting  different  words  for 
those  indicated. 

227.    LANGUAGE   LESSON 

THE   PARTS   OF   SPEECH   REVIEWED 

The  subject  of  a  sentence  is  a  noun  or  pronoun.  The 
predicate  is  a  verb.  Nouns,  pronouns,  and  verbs,  do  the 
chief  work  in  a  sentence.  You  cannot  express  the  simplest 
thought  without  their  aid. 

Adjectives  and  adverbs  are  always  used  as  modifiers  of 
other  words.  They  are  assistants  to  nouns  and  verbs.  They 
help  us  to  express  ideas  more  exactly  and  more  nicely. 

Prepositions  and  conjunctions  are  link  words.  They  con- 
nect or  link  otlier  words  together.      They  connect  ideas. 

Interjections  are  not  very  useful.  We  employ  them  only 
when  we  are  excited.  But  excitement  is  necessary  now  and 
then,  even  in  the  sentence. 

The  noun  and  the  verb  are  the  main  parts  of  the  machine. 
The  pronoun  is  very  helpful  in  taking  the  place  of  the  noun. 
Whatever  a  noun  can  do,  a  pronoun  can  do.  Adjectives 
assist  nouns  and  pronouns.  Adverbs  assist  verbs  and  adjec- 
tives. Prepositions  and  conjunctions  are  kept  very  busy 
linking  one  part  of  the  machine  with  another.  Interjec- 
tions are  the  horns  and  whistles.  Each  sentence  is  an  active 
machine  which  carries  our  thoughts  to  others. 


206  Everyday  English 

The  same  word  may  be  used  at  different  times  in  different 
ways. 

1.  The  brave  man  struggled  with  all  his  might. 

2.  Who  would  brave  the  dangers  of  the  whirlpool  ? 

3.  The  Indian  brave  was  splendid  in  war  paint  and  feathers. 

In  the  first  sentence  brave  is  an  adjective,  in  the  second 
it  is  a  verb,  in  the  third  a  noun.  In  determining  what  part 
of  speech  a  word  is,  we  must  alwaj's  decide  what  use  it  serves 
in  the  sentence. 

From  the  compositions  written  in  Lesson  217,  select  : 

Two  proper  nouns ;  five  common  nouns. 

Five  pronouns,  telling  what  nouns  they  stand  for. 

Five  verbs  and  five  verb-groups. 

Five  adjectives,  telling  what  words  they  modify. 

Five  adverbs,  telling  what  words  they  modify. 

Five  prepositions,  telling  what  words  they  introduce. 

Five   conjunctions,    telling   what  parts   of   the   sentence  they 

connect. 
Five  interjections  —  but  can  you  find  any? 

228.    ORAL   LESSON 

To-day  we  are  to  have  a  series  of  stories.  Each  pupil  is 
to  tell  as  clearly  as  possible  about  a  single  adventure  or  deed 
of  one  of  the  heroes  whom  we  have  talked  about  in  Lessons 
213  and  219.  Here  are  suggestions  for  topics.  Can  you 
pronounce  all  the  names  ?  How  can  you  learn  the  correct 
pi-onunciatioii  ? 

The  first  sentence  of  your  story  is  important.  It  should 
introduce  the  subject  of  the  story  clearly,  so  that  every  one 
will  understand  what  follows.  When  you  have  come  to  the 
end  of  the  story,  stop.     Do  not  try  to  tell  it  over  again. 


A   Narrative  207 

The   Combat    between    Hector  Orpheus  and  his  Magic  Song 

and  Achilles  Siegfried  and  his  Sword 

The  Death  of  Achilles  Siegfried  and  the  Rhinegold 

The  Capture  of  Troy  Brunhild 

Ulysses  and  the  Cyclops  Beowulf  and  Grendel 

Ulysses  and  the  Lotus  Eaters  Beowulf  and  the  Dragon 

Ulysses  and  Circe  King    Arthur    and    his    Sword 
Ulysses  returns  Home  Excalibur 

Jason  and  the  Golden  Fleece  Adventures  of  Sir  Gareth 

Hercules   and    the    Garden   of  Death  of  King  Arthur 

the  Hesperides  Roland  and  his  Horn 
Perseus  and  Andromeda 

229.    WRITTEN    LESSON 

A    NARRATIVE 

There  are  many  stories  printed  in  this  book,  and  you  have 
had  to  write  others  of  your  own  composition.  You  have 
learned  some  of  the  rules  of  narration  or  story-telling. 
Begin  with  a  sentence  or  two  that  will  help  the  reader  to 
understand  what  follows.  Tell  things  in  the  order  in  which 
they  have  happened.     Stop  when  the  story  is  finished. 

Write  one  of  the  incidents  told  in  Lesson  228,  making  a 
composition  of  several  paragraphs. 

230.    LANGUAGE    LESSON 

The  stories  written  in  Lesson  229  are  to  be  criticised  by 
the  class.  Mistakes  may  be  marked  by  their  abbreviations 
in  the  margin:  Sp.  (spelling),  Cap.  (capitalization),  P  (punc- 
tuation), ^  (paragraphing),  G  (grammar).  Papers  should 
be  returned  and  corrected.  Eemember  these  marks  of  criti- 
cism for  future  use. 


l>()8  Everyday  English 

281.    ORAL    LESSON 

THE   DANGEROUS   HOUSEFLY 

There  is  an  old  saying,  "  As  harmless  as  a  fly  "  ;  and  until 
recently  the  fly  has  been  regarded  only  as  an  unpleasant  but 
harmless  nuisance.  Had  our  forefathers  known  as  much  about 
flies  as  we  now  know,  they  might  have  made  the  proverb,  "  as 
dangerous  as  the  fly."  His  origin  and  his  habits  are  of  the 
worst  sort.     He  is,  in  short,  a  disgusting  and  dangerous  pest. 

He  begins  life  in  the  fllth  of  stables,  in  decaying  garbage,  and 
in  other  unsavory  places,  and  increases  with  fearful  rapidity. 
The  adult  fly  will  hiy  in  manure  or  decayed 
matter  a  hundred  eggs  or  more.  In  a  day  or 
two  these  hatch,  and  there  is  a  cluster  of  tiny 
white  maggots.  In  two  or  three  days  they 
enter  the  chrysalis  stage ;  that  is,  they  cover 
themselves  with  a  tiny  shell.  In  about  a  week 
Viiiuu  the  little  fly  emerges,  complete  in  wings,  legs, 
and  all,  and  grows  rapidly  to  full  size. 

He  is  now  a  restless,  active  creature,  flying  hither  and  thither 
and  often  traveling  over  a  considerable  distance.  His  ajjpetite  is 
impartial  and  his  diet  varied.  He  will  feed  upon  the  most  dis- 
gusting filth,  and  come  straight  from  this  to  lap  the  milk  in  your 
glass  and  to  walk  over  the  dessert  on  your  plate. 

His  feet  are  wonderfully  constructed.  They  have  piucer-like 
claws,  a  soft  pad  overgrown  with  hairs  in  the  center,  and  on  the 
hairs  a  sticky  substance  that  enables  him  to  hold  on  to  walls  or 
ceilings.  What  seems  to  be  his  tongue  is  a  long  extended  lower 
lip,  rough  coated  on  the  inside,  which  he  lets  down  to  lick  food 
or  lap  liquids.     You  can  see  it  at  work  as  he  feeds. 

Both  lip  and  feet  are,  as  you  see,  perfectly  adapted  to  carrying 
deadly  germs  from  his  loathsome  haunts  and  food  into  your  house 
and  your  food.     He   used  to  be  considered  a  useful    scavenger, 


A  Business  Letter  209 

who  helped  to  save  us  from  disease.  He  is  now  known  to  spread 
such  diseases  as  cholera,  typhoid  fever,  and  diphtheria.  So  he  is 
hardly  entitled  to  the  mercy  we  used  to  ask  for  him.  The  person 
who  is  so  gentle  that  he  "  will  not  hurt  a  fly "  is  not  for  that 
reason  a  good  friend  to  his  fellow  men. 

The  common  housefly  has  been  associated  with  men  for  many 
centuries.  There  are  references  to  him  in  some  of  the  oldest  litera- 
ture in  the  world.  But  he  seems  not  to  have  been  known  on  this 
continent  before  the  Europeans  came.  America  gave  to  Europe 
corn,  potatoes,  and  tobacco ;  and  Europe  has  given  us  the  English 
sparrow  and  the  housefly  along  with  more  desirable  things. 

The  scientists  have  told  us  also  how  to  keep  clear  of  the  flies. 
Houses  and  grounds  should  be  kept  free  of  decaying  organic 
matter,  and  stables  should  be  screened,  so  as  to  cut  them  off  from 
their  breeding  places.  Our  houses  should  be  carefully  screened 
and  food  kept  free  from  their  dangerous  feet  and  mouths.  •  Fly 
paper  and  fly  traps  can  be  bought  everywhere.  Your  teacher,  also, 
can  probably  tell  you  other  means  of  protection.  But  don't  forget 
that  the  "harmless  fly"  of  the  proverb  is  the  dangerous  fly  of  fact. 

232.    WRITTEN   LESSON 

A  BUSINESS   LETTER 

Write  a  letter  to  the  Department  of  Agriculture  at  Wash- 
ington, requesting  the  officials  there  to  send  you  one  of  the 
bulletins  published  by  the  department.  You  may  wish  to 
read  the  one  that  treats  of  mosquitoes  and  flies,  and  how 
they  are  to  be  exterminated  ;  or  you  may  wish  for  informa- 
tion on  the  cultivation  of  apples,  peaches,  or  other  fruits  ; 
or  you  may  be  interested  in  dairying,  or  in  growing  corn, 
wheat,  potatoes,  or  garden  vegetables.  The  Department 
issues  many  bulletins  containing  much  accurate  and  valuable 
information. 


210  Everyday  English 

233.    LANGUAGE    LESSON 

TRANSITIVE   VERBS 

Most  verbs  tell  of  action.  Play^Jiij^  howl,  jump,  strike,  are 
all  verbs  of  action.  Some  of  these  tell  of  a  completed  action. 
The  bird  flies  is  a  complete  sentence.  No  other  words  are 
necessary.  The  \evh  flies  tells  of  a  complete  action.  What 
is  the  verb  in  each  of  the  four  following  sentences?  Is  each 
sentence  complete? 

Edward  plays.  The  dog  howls. 

Birds  slug.  Pretty  little  Edna  is  running. 

Now  look  at  the  expressions  below  on  the  left  of  the  page. 
Are  they  complete  sentences?  Why  do  not  these  verbs  com- 
plete the  sense  as  did  those  in  the  four  sentences  above? 
Take  one  of  these  verbs,  shuts.  It  makes  no  sense  until  you 
shut  something.  The  action  is  incomplete  until  something 
is  shut.  So  it  is  with  all  these  verbs.  Each  expresses  an 
action  that  cannot  take  place  until  there  is  something  for  it 
to  act  on.  There  must  be  something  to  shut,  carry,  wash, 
bring,  scrub,  show,  strike,  hit,  or  wear. 

In  eacli  instance  the  sense  is  incomplete.  You  feel  like 
asking  what?  In  order  to  complete  the  sense,  j-ou  add  a 
word.  Read  the  expression  across  the  page.  Now  there  is 
something  to  act  on,  and  tlie  sense  is  complete. 

Edward  shuts the  door. 

Birds  carry straws. 

The  dog  washes himself. 

Edna  brings the  flowers. 

She  scrubs the  dining-room  floor. 

He  struck me. 

The  rock  hit the  window. 

"We  all  wear shoes. 


/  The  War  on  the  Mosquito  211 

Verbs  that  do  not  express  a  complete  action  are  called  tran- 
sitive. 

Words  used  to  complete  the  action  of  verbs  are  called  objects 
of  the  verb. 

Verbs  that  express  complete  action  and  do  not  take  an  object 
are  called  intransitive. 

In  the  following  sentences  select  (1)  the  intransitive  verbs, 
or  verb-groups,  (2)  the  transitive  verbs,  or  verb-groups,  and 
(3)  the  objects  of  the  transitive  verbs. 

1.  Why  should  you  hurt  a  fly  ? 

2.  The  fly  begins  hfe  in  filth. 

3.  The  young  fly  grows  very  rapidly, 

4.  He  is  flying  toward  us. 

5.  Why  do  we  fear  him  ? 

6.  He  brings  with  him  dirt,  danger,  and  disease. 

7.  He  can  walk  on  the  ceiling. 

8.  Kill  the  flies  and  save  the  children. 

234.    ORAL   LESSON 

THE  PESTILENT   MOSQUITO 

The  mosquitoes  are  more  widespread  on  the  earth  than  man. 
Th.-^y  thrive  alike  in  the  tropics  and  in  such  cold,  inhospitable  lands 
as  Alaska  and  Greenland.  In  upper  Canada  there  are  broad  and 
fertile  regions  where  the  summer  is  made  unendurable  for  horses 
and  men  by  these  little  pests. 

Pests  though  they  are,  their  life  history  is  interesting.  The  eggs, 
which  are  laid  on  stagnant  water  in  a  boat-shaped,  floating  cluster 
of  two  or  three  hundred,  hatch  in  six  to  twelve  hours.  The  young, 
or  larvae,  known  as  "  wrigglers,"  live  near  the  top  of  the  water, 
breathing  through  a  tube  at  the  end  of  their  tails,  which  they  keep 
at  the  surface  of  the  water.     At  the  end  of  ten  or  twelve  days  they 


212 


Everyday  Englisli 


cover  themselves  with  a  sort  of  case.     In  this  stage  the  creature  is 

A     I  called  a  pwpa.     In  two 


I  iVi\i\i>ji.   I . 


days  more  they  emerge 

\/^«#w- m 'Ml' mi'i/H iwy      ^^  mosquitoes.     Thus 
'^"WWmM^W  it  is  easy  to  see  how 

,-■         ''S(;ltifl      their  numbers  can 


<jrow    to    millions    in 


X.IFE    HISTORY    OF    MOSQUITO. 


STEGOMYIA    OR    YELLOW 
FEVER    MOSQUITO. 


CULEX  OR  COMMON  MOSQUITO 
ABOVE,  ANOPHELES  OR  MA- 
LARIAL   MOSQUITO     BELOW. 


swampy,  marshy  places,  during  moist, 
hot  weather. 

If  the  mosquitoes  did  nothing  more 
than  irritate  us  with  their  son'g  and 
their  bite,  there  would  be  reason  enough 
for  getting  rid  of  them ;  for  they  change 
many  regions  from  delightful  homes  to 
places  of  torture.  IJut  there  is  a  far 
worse  charge  against  them.  One  va- 
riety, the  anojdheles  (pronounced  5n-o'- 
ph6l-es),  carries  the  germs  of  malaria 
from  sick  people  to  the  well ;  and  an- 
other variety,  the  stegomyia  (pro- 
nounced st6g-o-my'-ia),  spreads  yellow 
fever  in  the  same  wa}'.     These  last  two 


The  War  on  the  Mosquito  213 

kinds  fly  and  bite  only  at  night.  So  that  especial  precautions 
against  them  must  be  taken  after  nightfall.  It  is  important  to 
know  the  difference  between  the  ordinary  mosquito  (called  cnlex) 
and  the  dangerous  kinds.  The  former,  when  at  rest,  sit,  like  most 
insects,  parallel  to  the  surface  on  which  they  rest ;  the  cmopheles 
sit  with  their  tails  pointed  upward  as  if  standing  on  their 
heads. 

There  is  a  wide  and  growing  crusade  against  the  mosquitoes. 
The  results  of  this  war  on  the  mosquito  are  already  showing  in 
many  places.  The  Panama  Canal  is  made  possible  by  protecting 
the  workmen  from  yellow  fever  and  malaria.  In  this  country  a 
national  society  has  been  formed  to  further  the  work  of  extermi- 
nating them.  A  valuable  bulletin  on  the  subject  has  been  printed 
by  the  Department  of  Agriculture  at  Washington,  and  will  be  sent 
free  to  any  one  who  asks  for  it. 

What  are  the  means  of  defense  against  them  ?  First,  screen 
the  house  carefully.  Then  remove  or  cover  all  stagnant  water,  in 
puddles,  ditches,  tin  cans,  rain  barrels,  and  other  places.  Ponds 
and  marshes  should  be  either  drained  or  covered  with  a  thin  cover- 
ing of  kerosene.  This  thin  film  i)revents  the  adults  from  laying 
eggs  on  the  water,  and  kills  the  "wrigglers"  by  keeping  them 
from  breathing. 

Mosquitoes  have  some  natural  enemies  that  should  be  taken 
care  of.  Tadpoles  and  small  fish,  such  as  goldfish,  sunfish, 
minnows,  and  the  like,  feed  upon  the  eggs  and  the  "wrig- 
glers." The  full-grown  mosquitoes  are  eaten  by  dragon  flies 
(sometimes  called  "  devil's  darning  needles "),  bats,  and  small 
birds. 

Perhaps  we  shall  some  time  be  far  enough  advanced  in  civiliza- 
tion to  have  rid  our  country  of  snch  enemies  as  flies  and  mosqui- 
toes. The  presence  of  these  and  other  insect  pests  means  ignorance, 
laziness,  carelessness,  and  dirt ;  and  these  are  not  the  traits  of  a 
high  civilization. 


214  Everyday  Eii<i,lisli 

235.     WRITTEN   LESSON 

LETTERS    OF    INVITATION 

Write  an  answer  to  this  invitation.  Some  of  the  answers 
are  to  be  copied  on  the  board  and  corrected  by  the  class. 

345  West  St.,  Denver,  Col., 
Tuesday,  Dec.  20,  1911. 
Dear  Arthur : 

May  we  have  the  pleasure  of  your  company  at  our  house  a 
week  from  to-day,  Tuesday,  the  twenty -seventh,  at  four  o'clock? 
My  friend,  May  Lawrence,  of  Philadelphia,  is  to  be  with  me  for 
the  holidays,  and  Mamma  is  giving  a  little  party,  that  she  may 
meet  some  of  my  friends  here. 

Truly  3^ours, 

Dorothy  Neilson. 
Mr.  Arthur  Bigelow, 
16  Center  St.,  Denver. 

236.     LANGUAGE    LESSON 

TRANSITIVE   VERBS    AND   OBJECTS 

Select  the  transitive  verbs  and  objects  in  the  following  sen- 
tences: 

1.  ^fay  wrote  a  letter. 

2.  She  put  the  letter  in  an  envelope,  and  put  a  stamp  on  the 
envelope. 

3.  She  printed  the  address  very  carefully. 

4.  She  gave  the  letter  to  the  postman. 

5.  He  took  it  to  the  post  office. 

6.  There  he  put  May's  letter  and  many  others  into  a  bag. 

7.  The  postman  threw  the  bag  on  the  train. 

8.  The  train  rushed  on  to  Philadelphia. 


/  On  Explaining  Things  215 

9.    The  next  morning  George  received  the  letter. 
10.    He  opened  the  envelope  and  read  the  letter. 

Select  the  subject,  the  verb,  and  the  object,  in  each  of  the 
following  sentences: 

I  struck  him.  I  caught  her.  Whom  did  he  chase  ? 

He  struck  me.  She  brought  it.  Whom  will  you  choose  ? 

We  chased  them.  I  hit  her.  You  laid  it  there. 

They  chased  us.  I  found  them.  He  set  us  right. 

You  caught  me.  Who  found  her  ?  He  raised  them. 

Most  of  the  personal  pronouns  and  the  relative  pronoun 
ivho  have  different  forms  when  used  as  subjects  and  when 
used  as  objects. 


Subjects  : 

I 

we 

you 

he 

she 

it 

they 

who 

Objects  : 

me 

us 

you 

him 

her 

it 

them 

whpm 

Make  sentences  using  one  pronoun  as  subject  and  another 
pronoun  as  object  in  each  sentence. 

237.     ORAL    LESSON 

ON   EXPLAINING  THINGS 

In  Lessons  231  and  234,  and  elsewhere,  we  have  had  certain 
things  explained.  We  have  to  do  a  good  deal  of  explaining  and 
to  listen  to  a  good  deal  of  explaining  in  our  daily  life.  You  ex- 
plain to  your  mother  how  you  came  to  upset  your  glass  of  milk 
on  the  clean  tablecloth,  and  your  mother  ex,plains  to  you  the  way 
of  avoiding  such  messy  accidents.  Some  one  explains  to  you  how 
a  kite  is  made,  and  you  make  the  kite  a«d  then  explain  to  your 
little  brother  how  you  did  it.  Your  teacher  explains  a  point  in 
the  lesson,  and  then  you  explain  the  same  point  to  make  clear  to 
her  and  to  yourself  that  you  understand  it.     The  business  man 


21(3  Everyday  English 

exjflains  to  the  office  boy  what  his  duties  are,  and  the  boy  hopes 
sometime  to  be  an  empk)yer  himself  and  explain  to  a  boy  what 
the  boy  is  to  do.  So,  altogether,  as  you  see,  there's  a  good  deal 
of  explaining  going  on  in  this  active  world  of  ours. 

Now  some  of  this  is  good  and  some  of  it  is  bad ;  some  of  it  is 
interesting,  and  some  of  it  is  dull ;  some  of  it  is  clear,  and  some 
of  it  is  muddled.  Here  are  three  good  rules :  be  as  brief  as 
possible,  as  interesting  as  possible,  and  as  clear  as  possible. 

If  it  should  happen  that  you  find  yourself  unable  to  explain  a 
number  of  things  clearly  and  simply,  it  probably  means  that  you 
are  not  as  wide-awake  and  observant  as  you  ought  to  be. 

Try  to  explain  orally  several  of  these  things,  or  some  other 
things  that  you  know  more  about.  jSfake  each  explanation  suit- 
able for  a  single  paragraph  only. 

(1)  Feeding  a  canary.  (2)  Keeping  a  bird's  cage  clean.  (3) 
Damming  up  a  brook.  (4)  Cutting  ice.  (5)  Storing  ice  in  the  ice- 
house. (6)  Spinning  a  top.  (7)  A  game  of  marbles.  (8)  Pitching 
a  curve.  (9)  Planting  flower-seeds.  (10)  Dressing  a  doll.  (11) 
Boiling  an  egg.  (12)  Lighting  the  street  lamps.  (13)  Keeping 
the  streets  clean.  (14)  Picking  apples.  (15)  Writing  a  compo- 
sition. 

238.     WRITTEN    LESSON 

EXPLANATIONS 

Select  one  of  the  best  subjects  for  explanation  that  you  can, 
and  write  a  clear  account  of  it  in  a  single  paragraph.  Make 
a  plan  of  your  paragraph  before  you  begin  to  write,  making 
sure  tliat  you  follow  a  clear  and  natural  order.  Do  the 
writing  neatly  and  accurately. 

Perhaps  the  teacher  will  have  time  to  hear  some  of  the 
explanations  read  aloud,  and  let  you  compare  them. 


Case 


217 


239.    LANGUAGE   LESSON 

CASE 

Case  is  a  grammatical  terra  used  to  indicate  the  relation- 
ship of  nouns  or  pronouns  to  other  words  in  the  sentence. 

A  noun  or  pronoun  that  is  the  subject  of  a  verb  is  in  the 
nominative  case. 

A  noun  or  pronoun  denoting  possession  is  in  the  possessive 
case. 

A  noun  or  pronoun  that  is  the  object  of  a  transitive  verb 
is  in  the  objective  case. 

The  personal  pronouns  (Lesson  209)  have  separate  forms 
for  the  different  cases.  The  apostrophe  is  not  used  in  the 
possessive  case  of  pronouns. 


SINGULAR 

, 

Nominative 

Possessive 

Objective 

1st  Person      I 

my,  mine 

me 

2d        " 

you 

your,  yours 

you 

he 

his 

him 

3d        " 

■ 

she 

hers 

her 

.it 

its 

it 

PLURAL 

Nominative 

Possessive 

Ohjec  tive 

1st  Person      we 

our,  ours 

us 

2d        " 

you 

your,  yours 

you 

3d        « 

they 

their,  theirs 

them 

The  pronoun  who  also  has  three  forms :  who,  whose,  whom. 

Make  four  sentences  each  containing  a  pronoun  in  the 
nominative  case :  four  sentences  each  containing  a  pronoun 
in  the  possessive  case ;  and  four  each  containing  a  pronoun 
in  the  objective  case. 


218  Everyday  EDglish 

240.    ORAL   LESSON 

A   MIDSUMMER-NIGHT'S    DREAM 

A  part  of  Shakespeare's  play 

A  Midsummer- Nighf s  Dream 

takes  place  in  a  forest  at  night. 

Thither  come  many  fairies  in  the 

trains  of   Titania,   their   queen, 

and  Oberon,  their  king.     Pease- 
blossom,     Cobweb,    Moth,     and 

Mustard  seed  are  the   names   of 

some  who  sing  and  dance  with 

Titania.     The  merriest  and  the 

most  mischievous  of  all  is  Puck, 

or  llobin  Goodfellow,  the  servant  of  King  Oberon. 

His  pranks  make  trouble  for  many  mortals,  and  especially  for 

Titania.     Oberon  squeezes  on  Titania's  eyelids  the   juice   of   a 

flower  which  will  make  her  fall 
in  love  with  the  first  person 
whom  she  sees  when  she  awakes. 
Puck  arranges  that  she  shall  see 
a  foolish  weaver  named  JJottom, 
on  whose  shoulders  he  places  the 
great  head  of  an  ass.  Bottom 
has  also  been  asleep,  and  when 
he  awakes  is  greatly  bewildered 
to  find  that  he  has  a  hairy  face, 
an  appetite  for  hay,  and  a  bevy 
of  pi'ptty   little   fairies  to  serve 

him.     A  few  selections  will  give  some  idea  of  the  story  of  the 

play,  and  will  show  what  charming  poetry  the  fairies  talked. 

Read  or  recite  the  selections  as  if  they  made  a  play. 


A  Midsummer-Nip^lit's  Dream  219 

I,    A  Fairy  and  Puck  meet  in  the  forest 
Puck.  How  now,  spirit !  whither  wander  you  ? 

Fairy.  Over  hill,  over  dale, 

Thorough  bush,  thorough  brier, 
Over  park,  over  pale, 

Thorough  flood,  thorough  fire, 
I  do  wander  everywhere. 
Swifter  than  the  moon's  sphere ; 
And  I  serve  the  fairy  queen. 
To  dew  her  orbs  upon  the  green. 
The  cowslips  tall  her  pensioners  be : 
In  their  gold  coats  spots  you  see ; 
These  be  rubies,  fairy  favours. 
In  those  freckles  live  their  savours : 

I  must  go  and  seek  some  dewdrops  here 
And  hang  a  pearl  in  every  cowslip's  ear. 
Tarewell,  thou  lob  of  spirits;  I'll  be  gone: 
Our  queen  and  all  her  elves  come  here  anon. 

II.    The  fairies  sing  a  lullaby  for  Titania 

First  Fairy.      You  spotted  snakes  with  double  tongue, 
Thorny  hedgehogs,  be  not  seen  ; 
Newts  and  blind-worms,  do  no  wrong, 
Come  not  near  our  fairy  queen. 

Chorus.  Philomel,  with  melody 

Sing  in  our  sweet  lullaby  ; 
Lulla,  lulla,  lullaby,  lulla,  lulla,  lullaby: 
Never  harm. 
Nor  spell  nor  charm. 
Come  our  lovely  lady  nigh ; 
So,  good  night,  with  lullaby. 


'2'2i)  Everyday  English 

Fiffit  Fairy.      "Weaving  spiders,  come  not  here ; 

Hence,  you  long-legg'd  spinners,  hence  ! 
Beetles  black,  approach  not  near ; 
AVorni  nor  snail,  do  no  offence. 

Chorus,  Philomel,  with  melody,  etc. 

Second  Fairy.   Hence,  away  !  now  all  is  well  • 
One  aloof  stand  sentinel. 

Exeunt  fairies.     Titania  sleeps. 

Enter  Oheron  and  squeezes  thefloicer  on  Titanin''s  eyelids. 

Oberon.  What  thou  seest  when  thou  dost  wake, 

Do  it  for  thy  true-love  take. 
Love  and  languish  for  his  sake  : 
Be  it  ounce,  or  cat,  or  bear, 
Pard,  or  boar  with  bristled  hair, 
In  thy  eye  that  shall  appear 
When  thou  wakest,  it  is  thy  dear : 
Wake  when  some  vile  thing  is  near.  Exit. 

HI.    Bottom  and  Titaxia  awake 

Enter  Titania.,  Bottom  {icith  the  head  of  an  ass),  and  the  fairies. 

Titania.  Come,  sit  thee  down  upon  this  flowery  bed, 

W^hile  I  thy  amiable  cheeks  do  coy, 
And  stick  musk-roses  in  thy  sleek  smooth  head. 
And  kiss  thy  fair  large  ears,  my  gentle  joy. 

li'itfoin.  Where's  Peaseblossom  ? 

I 'edseblossom.   Ready. 

liottom.  Scratch  my  head,  Peaseblossom.     Where's  Moun- 

sieur  Cobweb? 

<  ohireb.  lieady. 


A 


]\Iidsummer-Night's  Dream 


221 


Bottom.  Mounsieur  Cobweb,  good  mounsieur,  get  you  your 

weapons  in  your  hand,  and  kill  me  a  red-hipped 
humble-bee  on  the  top  of  a  thistle ;  and,  good 
Mounsieur,  bring  me  the  honey-bag.  Do  not  fret 
yourself  too  much  in  the  action,  mounsieur ;  and, 
good  mounsieur,  have  a  care  the  honey-bag  break 
not;  I  would  be  loath  to  have  you  overflown 
with  a  honey-bag,  signior.  Where's  Mounsieur 
Mustardseed  ? 

Mustardseed.     Ready 

Bottom.  Give  me  your  neaf,  Mounsieur  Mustardseed.    Pray 

you,  leave  your  courtesy,  good  mounsieur. 

Mustardseed.     What's  your  Avill  ? 

Bottom.  Nothing,   good   mounsieur,  but   to   help   Cavalery 

Cobweb  to  scratch.  I  must  to  the  barber's, 
mounsieur;  for  methinks  I  am  marvellous  hairy 
about  the  face ;  and  I  am  such  a  tender  ass,  as  if 
my  hair  do  but  tickle  me,  I  must  scratch. 

Titania.  What,  wilt  thou  hear  some  music,  my  sweet  love  ? 

Bottom.  I  have  a  reasonable  good  ear  in  music.     Let's  have 

the  tongs  and  the  bones. 

Titania.  Or  say,  sweet  love,  what  thou  desirest  to  eat. 

Bottom.  Truly,  a  peck  of  provender :  I  could  munch  your 

good  dry  oats.  Methinks  I  have  a  great  desire 
to  a  bottle  of  hay  :  good  hay,  sweet  hay,  hath  no 
fellow. 

Titania.  I  have  a  venturous  fairy  that  shall  seek  the  squir- 

rel's hoard,  and  fetch  thee  new  nuts. 


222  Everyday  English 

Bottom.  I  had  rather  have  a  handful  or  two  of  dried  peas. 

But  1  pray  you,  let  none  of  your  people  stir  me : 
I  have  an  exposition  of  sleep  come  upon  me. 

Titania.  Sleep   thou,   and   1    will   wind  thee  in  my  arms. 

Fairies,  be  gone,  and  be  all  ways  away. 

Exeunt  fairies. 

So  doth  the  woodbine  the  sweet  honeysuckle 
Gently  entwist;  the  female  ivy  so 
Enrings  the  barky  fingers  of  the  elm. 
0,  how  I  love  thee  !  how  I  dote  on  thee  ! 

They  sleep. 

IV.    Oberon  releases  Titaxia  from  her  enchantment 

Titania  and  Bottom  asleep.     Enter  Oheron  and  Puck. 
Oberon.  Be  as  thou  wast  wont  to  be ; 

See  as  thou  wast  wont  to  see : 
Dian's  bud  o'er  Cupid's  flower 
Hath  such,  force  and  blessed  power. 
Now,  my  Titania ;  wake  you,  my  sweet  queen. 

Titania.  My  Oberon!  what  visions  have  I  seen! 

Methought  I  was  enamour'd  of  an  ass. 

Oberon.  There  lies  your  love. 

Titania.  How  came  these  things  to  pass  ? 

0,  how  mine  eyes  do  loathe  his  visage  now ! 

Oberon.  Silence  awhile.     Robin,  take  off  this  head. 

Titania,  music  call ;  and  strike  more  dead 
Than  common  sleep  of  all  these  five  the  sense. 

Titania.  INIusic,  ho!  music,  such  as  charmcth  sleep! 

Puck  [^to  Bottom'].  Now,  wdien  thou  wakest,  with  thine  own  fool's 
eyes  peep. 


A  Midsuminer-Nip'lit's  Dream 


223 


Oberon.  Sound,  music !   Come,  my  queen,  take  hands  with  me 

And  rock  the  ground  whereon  these  sleepers  be. 

Puck.  Fairy  king,  attend,  and  mark  : 

I  do  hear  the  morning  lark. 

Oberon.  Then,  my  queen,  in  silence  sad, 

Trip  we  after  night's  shade  : 
We  the  globe  can  compass  soon. 
Swifter  than  the  wandering  moon. 

Titania.         Come,  my  lord  ;  and  in  our  flight, 
Tell  me  how  it  came  this  night, 
That  I  sleeping  here  was  found 
With  these  mortals  on  the  ground.  Exeunt. 

Memorize  either  the  Fairy's  speech  to  Puck  or  the  Lullaby 
for  Titania.  Can  you  remember  a  song  by  Ariel,  another 
fairy,  who  has  a  part  in  Shakespeare's  Tempest? 

orbs,  eyes;  lob,  scamp;  anon,  soon;  newts,  lizards;  Philomel,  nightin- 
gale; spinners,  spiders;  ounce,  panther;  pard,  leopard;  mounsieur,  sir; 
neaf,flst;  bottle,  bundle;  sad,  serious. 


224  Everyday  English 

241.    WRITTEN    LESSON 

BUILDING   SENTENCES 

Write  sentences  about  the  fairies  containing: 

1.  The  possessive  and  the  objective  case  of  lie. 

2.  A  pronoun  of  the  first  person  in  a  prepositional  phrase. 

3.  A  transitive  verb  with  a  pronoun  as  direct  object. 

4.  A  direi't  quotation. 

5.  One  noun  in  the  nominative,  another  in  the  possessive,  and 

a  third  in  the  objective  case. 
G.    A  pronoun  in  the  nominative,  another  in  the  possessive,  and 
a  third  in  the  objective  case. 

7.  An  intransitive  verb. 

8.  Three  prepositional  phrases. 

9.  A  quotation  within  a  quotation  (see  Lessons  76  and  120). 

242.    LANGUAGE   LESSON 

THE   OBJECTIVE   CASE   (Continued) 

We  have  seen  that  a  noun  or  pronoun  used  as  the  object 
of  a  transitive  verb  is  in  the  objective  case.  A  noun  or  pro- 
noun in  a  prepositional  phrase  is  also  in  the  objective  case. 

The  teacher  put  the  book  on  the  shelf. 

Book  and  shelf  are  both  in  the  objective  case.  Why? 
What  is  the  case  of  teacher? 

I  bought  it  for  him. 

What  is  the  case  of  I?  of  it  ?  of  him  ? 
In  the  following  sentences,  is  the  verb  transitive  or  intran- 
sitive?    Give  tlie  case  of  each  noun  and  pronoun. 

Example:  The  children  chose  a  pony  for  a  present.  The  verb 
(hose  is  transitive.     Children  is  in  the  nominative  ease  because  it 


The  Indirect  Object  225 

is  the  simple  subject.  Puny  is  in  the  objective  case  because  it  is 
the  object  of  tlie  verb.  Present  is  in  the  objective  case  because  it 
is  in  a  prepositional  phrase. 

1.  Mosquitoes  lay  their  eggs  in  stagnant  water. 

2.  The  young  mosquitoes  live  on  the  surface  of  the  water. 

3.  The  female  mosquito  bites  us. 

4.  Some  mosquitoes  carry  the  germs  of  malaria. 

5.  This  kind  flies  and  bites  only  at  night. 

6.  The  Department  of  Agriculture  prints  a  bulletin  about  the 

mosquito. 

7.  You  should  remove  all  stagnant  water  in  tin  cans. 

8.  She  bought  a  book  for  me. 

9.  I  read  it  carefully. 

10.    Shall  I  give  it  to  him  or  to  his  brother  ? 

INDIRECT    OBJECT 

In  the  sentence  —  James  gave  a  dollar.  —  dollar  is  the  ob- 
ject of  the  verb  gave.  In  the  sentence  —  James  gave  John  a 
dollar.  —  there  are  two  objects  of  the  verb  gave.,  dollar,  and 
John.  Dollar  is  the  direct  object,  and  tells  what  James  gave. 
John  tells  to  whom  James  gave  a  dollar,  and  is  called  the  in- 
direct object. 

In  the  following  sentences  select  the  direct  object,  the 
indirect  object,  and  the  object  of  a  preposition. 

1.  The  people  gave  the  soldiers  a  royal  welcome. 

2.  Please  give  iis  a  ride. 

3.  Give  lis  this^y  our  daily  bread. 

4.  Robert  of  Lincoln  gathers  his  little  ones  seeds. 

5.  Send  me  a  box  of  candy. 

6.  You  told  him  a  good  story. 

7.  Can  you  find  us  some  violets  in  the  woods? 

8.  Will  you  open  the  door  for  me? 

Q 


226  Everyday  English 

243.    ORAL    LESSOX 

IN   MANY  WORLDS 

In  tliis  world  of  ours  there  are  many  worlds.  Your  dog  has  a 
very  different  world  from  your  own.  Most  of  your  worlds  are 
closed  for  the  dog  because  he  cannot  speak,  or  read  or  write. 
Language  is  the  key  that  unlocks  the  door  to  many  wonderful 
realms.  In  this  book,  through  our  study  of  language,  we  have 
unlocked  some  of  these  doors  and  taken  a  peep  into  some  of  these 
interesting  countries.  Without  speech  you  could  not  get  much 
beyond  the  dog's  world.  The  more  you  know,  the  more  worlds 
you  may  discover  and  explore. 

Let  us  look  again  at  some  of  these  worlds  of  which  we  have 
had  a  glimpse  in  this  book.  First,  there  was  what  we  may  call 
the  everj'day  world  with  children  at  play  or  at  work,  doing  and 
saying  the  same  kind  of  things  that  you  do  and  say.  Then  there 
was  the  world  of  plants  and  animals,  in  which  we  tried  to  learn 
something  of  the  lives  of  flowers  and  trees  and  birds  and  beasts. 
And  there  was  the  great  world  that  stretched  far  beyond  the  city 
or  farm  of  everyday  life,  the  world  of  mountains  and  prairies,  of 
cities  and  states,  and  of  many  strange  peoples  and  countries. 
There  was  the  world  of  history,  the  world  that  no  longer  is,  but 
tvas;  and  you  have  seen  something  of  that,  of  men  and  deeds 
and  sayings  thousands  of  years  old,  and  also  of  great  men  and 
deeds  of  our  brief  national  history.  We  have  had  a  peep,  too,  at 
the  world  of  science,  at  the  wonderful  machinery  of  this  universe 
in  which  everything  from  the  growth  of  a  bean  to  the  revolution 
of  the  stars  is  so  perfectly  adjusted  and  regulated.  And  there 
was  the  world  of  poetry  where  language  revealed  thoughts  and 
feelings  in  new  and  beautiful  and  memorable  forms. 

Books  are  the  aeroplanes  that  bear  us  quickly  to  these  wonder- 
ful worlds.  The  study  of  language  buys  us  tickets  for  many 
voyages. 


The  Verb  Be  227 

What  fables  in  this  book  do  you  remember  ?  What 
lessons  did  they  teach  ?  What  stories  of  children  do  you 
remember  ?  Which  do  you  like  the  best  ?  What  is  meant 
by  the  world  of  history  ?  What  lessons  led  you  into  that 
world  ?  What  divisions  or  periods  of  history  have  you 
studied  ?  What  great  men  ?  What  is  meant  by  the  world 
of  science  ?  What  lessons  dealt  with  that  world  ?  What 
lessons  had  to  deal  with  everyday  matters  such  as  you  are 
familiar  with?  Have  you  been  in  the  world  of  fairies  ?  In 
what  lessons  ?  In  the  world  of  myth  and  fable  ?  What 
kinds  of  subjects  have  the  poems  you  have  learned  told 
about  ?  Flowers,  birds,  nature,  fairies  ?  Moral  lessons,  per- 
sons, nonsense  ?  Which  oral  lesson  has  been  the  most  inter- 
esting?    Which  composition  have  you  most  enjoyed  writing  ? 


THE  YEARS   AT   THE   SPRING 

The  year's  at  the  spring,  The  lark's  on  the  wing ; 

And  day's  at  the  morn ;  The  snail's  on  the  thorn ; 

Morning's  at  seven ;  God's  in  his  heaven  — 

The  hillside's  dew-pearled ;  All's  right  with  the  world  ! 

EOBEBT    BkOWNING. 


244.    WRITTEN    LESSON 

Write  a  letter  to  a  friend  describing  your  work  this  year 
in  English,  or  on  some  other  topic  suggested  by  Lesson  243. 

245.    LANGUAGE   LESSON 

THE   VERB   BE 

The  verb  he^  with  its  many  forms,  is,  are^   was,  were,  have 
been,  will  be,  etc.,  is  a  very  important  and  peculiar  verb.     It  is 


228  Evcrydaj  English 

different  from  most  other  verbs  because  it  does  not  express 
action.  It  serves  as  a  connective.  It  brings  together  two 
things  that  belong  together. 

I  am  George  Robinson.  Our  teacher  is  a  woman. 

The  day  is  pleasant.  The  dog  was  black. 

In  these  sentences  the  verb  is  used  almost  like  an  arith- 
metical sign  to  show  that  : 

J  and  George  Robinson  refer  to  the  same  person. 
Our  teacher  and  woman  refer  to  the  same  person. 
The  day  and  pleasatit  refer  to  the  same  thing. 
T7ie  dofi  and  black  refer  to  the  same  thing. 

The  verb  be  is  called  a  copulative  or  connecting  verb. 

The  verb  be  cannot  take  an  object. 

A  copulative  verb  has  a  complement  that  refers  to  the  same 
thing  as  its  subject. 

•  A  noun  used  as  the  complement  of  a  copulative  verb  is  a  predi- 
cate noun. 

An  adjective  used  as  the  complement  of  a  copulative  verb  is 
a  predicate  adjective. 

Fill  in  the  Idanks  with  an  adjective  or  nonn.  Does  this 
adjective  or  noun  always  refer  to  the  same  thing  as  the  sub- 
jiH't  of  tlie  verb  ? 

1.    The  common  house  fly  is .     2.    Were  you after  the 

game  ?     8.    The  mosquito  was .     4.    I  am .     5.    You  will 

he .    f).   The  elephant  is  a .    7.   A  giraffe  is .    8.   The 

pictures  in  this  book  are .     9.    The  complement  of  the  verb 

he  is .     10.    Tlie  complement  of  the  verb  he  is  not . 

A  ftnv  other  verbs  are  used  like  be  as  copulas.  The  most 
common  are  :  appear^  become^  feeU  grow,  look^  seem,  sound, 
fiisfe. 


Objects  and  Complements  229 

246.  LANGUAGE   LESSON 

OBJECTS   AND   COMPLEMENTS 

Which  of  these  verbs  and  verb-groups  are  transitive  ?  in- 
transitive ?  copulative  ? 

Mary  came.  She  brought  her  book.         She  is  kind. 

Mary  is  coining.       She  will  bring  her  book.     Mary  will  be  kind. 
Mary  has  come.        She  brings  her  book.  Was  she  kind  ? 

Note  that  in  the  first  three  sentences  we  have  three  forms 
of  the  verb  come;  in  the  second  group  of  sentences,  three 
forms  of  the  verb  hrlng  ;  in  the  third  group,  three  forms  of 
the  verb  he. 

In  the  second  and  tliird  paragraphs  of  Lesson  231,  decide 
whether  the  verbs  are  transitive,  intransitive,  or  copulative. 

What  words  are  used  as  objects  ?  as  predicate  nouns  ?  as 
predicate  adjectives  ? 

Predicate  adjectives  are  found  after  many  verbs;  predicate 
nouns  after  a  few  besides  he.  Can  you  give  examples  ?  What 
are  these  verbs  called  ? 

A  predicate  noun  is  in  the  nominative  case.     Why  ? 

247.  LANGUAGE    LESSON 

CASE 

Case  (see  Lesson  239)  is  a  grammatical  term  expressing 
the  relationship  of  nouns  (or  pronouns)  to  other  words  in 
the  sentence.  In  the  following  sentences,  note  the  nouns 
and  their  relations  to  other  words. 

The  dog's  tail  brushed  the  cup  from  the  table. 
The  accident  was  not  the  dog's  fault. 
Which  nouns  are  simple  subjects?     What  is  their  case? 
Which  noun  is  a  predicate  noun?     Why  is  it  in  the  nomi- 


230  Everyday  English 

native  case  ?  Which  noun  is  the  object  of  a  transitive  verb  ? 
What  is  its  case  ?  Which  noun  is  in  a  prepositional  phrase  ? 
Wiiat  is  its  case  ?  Which  nouns  show  possession  ?  What  is 
tlieir  case?  Can  you  think  of  a  prepositional  phrase  which 
would  have  the  same  meaning  as  the  possessive  noun  ? 

In  the  following  sentences  give  the  case  of  each  noun  and 
its  use  in  the  sentence. 

1.  A  black  object  hangs  on  the  bough  of  an  old  apple  tree. 

2.  It  is  a  swarm  of  bees. 

3.  They  may  find  a  home  in  the  hollow  tree. 

4.  Bring  a  hive. 

5.  Hold  it  under  the  swarm. 

6.  Shake  the  bough  gently. 

7.  The  bees  will  fall  into  the  hive. 

8.  The  working  bees  are  soon  busy. 
0.    Some  bees  fly  in  search  of  honey. 

10.    Other  bees  form  the  queen's  guard. 

The  nominative  case  includes  subjects  of  verbs,  and  predicate 
nouns  or  pronouns. 

The  objective  case  includes  objects  of  verbs,  indirect  objects, 
and  nouns  or  pronouns  in  prepositional  phrases. 

The  possessive  case  includes  all  possessive  nouns  or  pronouns. 

248.    REVIEW    LESSON 

THE   PARTS    OF    SPEECH 

Review  Lessons  19(5  and  197.  Lessons  248  and  249  give  a 
summary  of  what  you  have  learned  about  grammar  in  Part  III. 

There  are  eight  parts  of  speech:  nouns,  pronouns,  verbs,  adjec- 
tives, adverbs,  jjrejiositions,  conjunctions,  interjections. 

Nouns  are  used  as  names  of  persons  or  things.  Define  and  give 
examples  of  common  and  proper  nouns. 


Review  Lessons  231 

Pronouns  are  words  used  instead  of  nouns.  Name  the  personal  pro- 
nouus  and  give  examples  in  the  different  persons,  numbers,  and 
cases. 

Verbs  tell  or  assert  something.  Most  verbs  express  action. 
Define  and  give  examples  of  transitive,  intransitive,  and  copula- 
tive verbs.     What  are  verb-groups  ? 

Adjectives  are  used  to  modify  nouns.  Explain  and  illustrate  the 
comparison  of  adjectives. 

Adverbs  are  used  to  modify  verbs,  adjectives,  or  other  adverbs. 
Give  examples  of  adverbs  of  time,  place,  manner. 

Prepositions  are  used  to  introduce  nouns  or  pronouns  in  phrases. 
Name  twelve  prepositions. 

Conjunctions  are  used  to  connect  words,  phrases,  or  clauses. 

Interjections  are  used  to  express  sudden  or  strong  emotion. 

A  word  may  sometimes  be  one  part  of  speech  and  sometimes 
another,  according  to  its  use  in  the  sentence. 

Phrased  and  clauses  are  often  used  like  words,  as  adjectives,  or 
adverbs,  or  nouns. 

249.    REVIEW   LESSON 

ANALYSIS   OF  THE   SENTENCE 

Every  sentence  has  a  complete  subject  and  a  complete  predicate 

The  complete  subject  consists  of  the  simple  subject  and  its 
modifiers. 

The  complete  predicate  consists  of  the  simple  predicate  and  its 
modifiers. 

The  simple  subject  is  a  noun  or  pronoun. 

The  simple  predicate  is  a  verb  or  verb-group. 

Modifiers  may  be  words  or  phrases.  Adjectives  modify  nouns 
or  pronouns.     Adverbs  modify  verbs,  adjectives,  or  other  adverbs. 

A  transitive  verb  leaves  its  action  unfinished  and  requires  an 
object  to  complete  the  action. 


2)) 2  Everyday  English 

All  intransitive  verb  expresses  an  action  complete  without  an 
object. 

Copulative  verbs  (be  and  a  few  others)  do  not  express  action, 
but  connect  the  subject  with  some  other  word,  a  predicate  noun, 
or  a  predicate  adjective. 

The  subject  of  a  verb,  or  a  predicate  noun  or  pronoun,  is  in 
the  nominative  case. 

The  ol)jeet  of  a  verb,  tlie  indirect  object,  or  the  object  of  a 
preposition,  is  in  the  objective  case. 

Give  examples  to  illustrate  each  of  these  definitions. 

These  definitions  describe  the  complete  analysis  of  simple  sen- 
tences. A  simple  sentence  has  only  one  predicate.  Later  on  you 
will  study  about  other  kinds  of  sentences,  called  Compound  and 
Complex. 

250.    REVIEAV   LESSON 

CAPITALS.     ABBREVIATIONS.     PUNCTUATION 

A  capital  letter  should  begin:  —  1.  Every  sentence.  2.  Every 
line  of  poetry.  o.  Every  direct  (piotation.  4.  All  proper 
nouns,  and  their  abbreviations.  o.  Names  of  the  Deity.  G. 
'riie  principal  Avords  in  the  titles  of  books.  7.  Titles  of  lionor 
and  their  abbreviations  when  used  with  proper  names.  8.  I 
and  0. 

Common  abbreviations  which  you  should  know  are:  a.m.,  p.m., 
it.o.,  A.D.,  Mr.,  Mr«.,  Dr.,  Rev.,  J  Ion.,  Prof.,  Col.,  Supt,  Sec, 
Treas.,  Sr.,  Jr.,  Ave.,  Co.,  Dr.,  N.B.,  ]>.().,  P.S.,  O.K.,  R.R.,  St., 
c.(l.,  etc.,  i.e.,  No. 

A  period  is  used:  L  At  the  end  of  a  declarative  or  imperative 
sentence.     '2.    After  an  abbreviation  or  an  initial. 

A  question  mark  is  used  at  the  end  of  an  interrogative  sentence. 

An  exclamation  mark  is  used  at  the  end  of  an  exclamatory 
sentence  or  alter  words  expressing  very  strong  feeling. 


Keview  of  Punctuation 


233 


The  comma  separates  words,  phrases,  or  clauses  that  should  be  kept 
apart  in  thought.     It  marks  oft'  from  the  rest  of  the  sentence  : 

1.  The  name  of  the  person  spoken  to. 

2.  A  direct  quotation  or  each  part  of  a  divided  quotation. 

3.  The  parts  of  dates  or  addresses. 

4.  Yes  or  no  when  part  of  an  answer. 

5.  Each  word  in  a  series,  where  some  of  the  conjunctions  are 
omitted. 

6.  Any  part  of  the  sentence  that  is  distinct  from  the  rest. 

The  semicolon  marks  a  greater  separation  from  the  rest  of  the 
sentence  than  the  comma. 

The  hyphen  separates  parts  of  a  compound  word ;  and  separates 
the  syllables  of  a  word  running  over  from  one  line  to  another. 

The  apostrophe  denotes  (1)  possession,  (2)  the  omission  of 
letters  in  contractions. 

Quotation  marks  inclose  every  direct  quotation  or  the  parts  of 
divided  quotations. 

Single  marks  of  quotation  inclose  a  quotation  within  a  quotation. 


BOOKS  FOR  BOYS   AND   GIRLS   IN   GRADES  FOUR, 
FIVE,   AND   SIX 

MYTHS   AND   FAIRY  TALES 

iEsop's  Fables. 

Arabian  Niffhts. 

Andersen's  Fair>j  Tales. 

Baker's  Out  of  the  Northland. 

Boyesen's  Norseland  Tales. 

Brown's  Robin  Hood;  In  the  Days  of  Giants;  The  Book  of 
Saints  and  Friendly  Beasts. 

Carroll's  Alice  in  Wo)iderland ;  Tlirough  the  Looking  Glass. 

Collodi's  Pinocchio. 

Craik's  Adventures  of  a  Brownie. 

De  Musset's  Mr.  Wind  and  Madame  Rain. 

Grimm's  Household  Tales. 

Harris's  Nights  icith  Uncle  Remus;  Uncle  Remus  and  his 
Friends. 

Hawthorne's  Wonder  Book;   Tanglewood  Tales. 

Kingsley's  Greek  Heroes;   Tlie  Water  Babies. 

Lang's  Fairy  Books. 

Lanier's  The  Boy^s  King  Arthur. 

Longfellow's  Hiaivatha. 

Macdonald's  At  the  Back  of  the  North  Wind. 

Pyle's  TJie  Wonder  Clock;  Robin  Hood;  King  Arthur. 

Raskin's  Tfie  King  of  the  Golden  River. 

Stockton's  Fanciful  Tales. 

STORIES   OF   CHILD   LIFE 

Alcott's  Little  Women;  Little  Men  :  Jo's  Boys. 
Aid  rich's  TJie  Story  of  a  Bad  Boy. 
Boyesen's  Boyhood  in  Norzcay. 

234 


Books  for  Boys  and  Girls  235 

Burnett's  Editha's  Burglar ;  Little  Lord  Fauutleroy. 

Craik's  The  Little  Lame  Prince. 

Dodge's  Hans  Brinker. 

Swing's  Jackanapes ;  Tlie  Story  of  a  ShoH  Life. 

Johnston's  The  Little  Colonel. 

Larcom's  A  Neio  Englarid  Girlhood. 

Otis's  Toby  Tyler. 

Ouida's  A  Dog  of  Flanders;  TJie  Niirnberg  Stove. 

Spyri's  Heidi. 

St.  Nicholas's  Baby  Days;  Christmas  Boole. 

Wiggin's  Polly  Oliver's  Problem;  Rebecca  of  Sunnybrook  Farm. 

TRAVEL  AND  ADVENTURE 

Defoe's  Robinson  Crusoe. 
Ingersoll's  Book  of  the  Ocean. 
Kipling's  Captains  Courageous. 
Moffett's  Careers  of  Danger  and  Daring. 
Schwatka's  Children  of  the  Cold. 
Stevenson's  Treasure  Island. 
St.  Nicholas's  Lidian  Tales. 

HISTORICAL  TALES 

Crockett's  Red  Cap  Tales  (abridgments  of  Scott). 
Hawthorne's  Grandfather'' s  Chair. 
Pyle's  Men  of  Iron. 

St.   Nicholas's    War  Stories;    Colonial  Stories;   Revolutionary 
Stories. 

Tappan's  American  Hero  Stories. 

BOOKS   ABOUT  ANIMALS 

Bostock's  The  Training  of  Wild  Animals. 

Brown's,  Dr.  John,  Rab  and  his  Friends. 

Burroughs's  Birds  and  Bees;  Squirrels  and  Other  Fur  Bearers. 


23()  J^NL'iyday  Englisli 

Com  stock's  Ways  of  the  Six  Footed. 
. Jackson's  Cat  Stories;  Letters  from  a  Cat. 
Kipling's  Jioif/le  Book;  Second  Jungle  Book. 
Lang's  Animal  Story  Book. 
Miller's  First  Book  of  Birds;  Bird  Ways. 

Pierson's  Amonrj  the  Pond  People;  Among  the  Meadoio  People; 
Among  the  Forest  People. 

Seton's  Wild  Animals  1  have  Knoivn;   The  Biography  of  a  Grizzly. 

Sewall's  Black  Beauty. 

St.  Nicholas's  Animal  Stories. 

CLASSIC   TALES   RETOLD 

Butcher,  Leaf  and  Lang's  The  Odyssey. 

Church's  Stories  from  Homer;   Stories  from  the  Greek   Trage- 
dians; Stories  from  Lioy. 

Lamb's  Tales  from  Shakespeare. 
Lang,  Leaf  and  Myers's  TJie  Iliad. 
Potter's  The  Children's  Bible. 

POETRY 

Bacon's  Songs  Every  Child  Should  Know  (set  to  music). 

Burt's  Poems  Every  Child  Should  Know. 

Farnsworth's  Songs  for  Schools  (set  to  music). 

Lang's  Blue  Poetry  Book. 

Montgomery's  Heroic  Ballads. 

Palgrave's  Children's  Treasury  of  Poetry  and  Song. 

Patmore's  Tlie  Children's  Garland. 

Penniman's  Poetry  for  CJiildren. 

Repplier's  A  Book  of  Famous  Verses. 

Sherman's  Little  Folks'  Lyrics. 

Stevenson's  A  Child's  Garden  of  Verses. 

Wells's  The  Jingle  Book. 

Whittier's  Child  Life  in  Poetry. 

Wiggin  and  Smith's  The  Posy  Ring ;  Golden  Numbers. 


INDEX 


Names  of  authors  are  in  small  capitals  ;  words  and  phrases  in  italics  ;  titles  of  lessons  inclosed 
in  quotations  marks.  Selections  are  usually  indexed  only  under  authors  or  Poems,  Stories, 
etc.     The  numbers  refer  to  pages. 


A,  an,  the,  102,  139. 

Abbreviations,  initials,  18;  Mr.,  Mrs., 
Miss,  18 ;  in  common  use,  20 ; 
months,   39 ;    review,   232. 

Address  of  letters,  74. 

Adjectives,  1^9,  191,  192,  205. 

Adverbs,  156,  158,  194,  205;  com- 
parison of,  195. 

Advertisements,  answers  to,  153. 

Ain't,  54. 

Alcott,  Louise  M.,  Little  Women,  82. 

And,  used  too  often,  14,  32. 

Apostrophe,  54,  57,  S5. 

"Apple  Picking,     175. 

Applicatiorf  for  position,  153. 

Articles,  13». 

"Aurora,"  182. 

Baker,     Emilie     K.,      Sif's     Golden 

Hair,  69. 
"Balloon  Man,  The,"  18,  19. 
Be,  the  verb,  227,  228. 
"  Bees,"  184,  185,  18G. 
Between  or  among,  98. 
"  Bird  Shop,  The,"  126. 
BoNHEUR,  Rosa,  Lion  P^amily,   149. 
Browning,  Robert,  173,  227. 
Bryant,  William  Cullen,   Marion's 

Men,      103;       Robert     of     Lincoln, 

166-169. 
Burroughs,  John,  186. 
Business  Letters,  152,   154,   177,  209. 

Can,  98. 

Capitals,  6,  8,  10,  12,  18,  20,  37,  68  ; 
review,  88,  178,  232. 

Case,  217,  224,  225,  229,  230 ;  review, 
232. 

Character-study :  A  Nickel  to  Spend, 
33  ;  George  Wa.shington,  35  ;  Turn- 
ing the  Grindstone,  57 ;  Abraham 
Lincoln,  120;  Robert  E.  Lee,  140; 
Greek  Stories,  189  ;  Windmills  of  Hol- 
land, 193  ;  Heroes  of  the  North,  195. 


Child,  Lydia  Maria,  Thanksgiving 
Day,  24,  25. 

"Circus,  The,"  48. 

"Coasting,"  72. 

Coleridge,  S.  T.,  He  prayeth  well,  109. 

Collins,  William,  An  Ode,  198. 

Colon,  64,  128. 

"Colonists,  The,"  163. 

Comma,  37,  42,  59,  64,  68,  71;  re- 
view, 88,  128,  133. 

Comparison,  of  adjectives,  192 ;  of 
adverbs,  195. 

Complement,  228. 

Compositions,  directions  for  writing,  2. 

Compound  and  Complex  Sentences, 
232. 

Compound  words,  40,  128,  233. 

Conjunctions,  202. 

Contractions,  53,  59,  60. 

Conversations,  see  Dramas  and  Quo- 
tations. 

Copula,  227,  228. 

"Corn,"  136. 

Cunningham,  Allen,  27. 

"Danger    of    Talking    Too    Much,"    a 

fable,  11. 
"Dangerous  House-fly,  The,"  208,  209. 
Dates,  42,  63. 
Days  of  the  week,  39. 
Declarative  sentences,  3. 
Descriptions,    to    be    written,    5,     19, 

23,  49,  93,   110,   132,   150,   161,   175, 

183,  194. 
Dictation.  3,  6,  8,  20,  23,  42,    57,    82, 

86,  91,  96,  118,  161. 
Dictionary,  the  use  of,  24. 
Do,  the  verb,  114,  170. 
Dodge,  Mary  Mapes,  194. 
Doesn't  and  don't,  114. 
Double  negatives,  122,  123. 
Dramas :    The  Frog  and  the  Ox,   22 ; 

Two    Dogs,    28 ;     Mercury   and   the 

Woodman,    50 ;     Waiting    for    Mis- 


237 


238 


Index 


tress,     104;      The    Colonists,     163; 
Midsummer  Night's  Dream,  218. 
"Dutch  Scene,"  193. 

Emer.son,  R.  W.,  Concord  Hymn,  203. 
"Enunciation,"  lessons,  157,  172,  179. 
Exclamations,  11,  203. 
Exclamatory  sentences,  11. 
Explanations,     102,     133,     136,     157, 
215,  216. 

Fables :  The  Danger  of  Talking  Too 
Much,  1 1  ;  The  Frog  and  the  0.x, 
22;  The  Larks  and  the  Farmer,  31  ; 
Story  of  Jocko,  40. 

"Fire  Engine,  The,"  47. 

Fr.\nklin,  Benja.min,  Turning  the 
Grindstone,  57. 

"Frog  and  the  Ox,"  a  fable,  22. 

Games ;      questions     on     picture,     5 ; 

di\'idinK  cla.ss  into  sides,  8,  10,  20 ; 

with  words,  188. 
"Game  with  Words,"  188. 
Garland,       Hamlin,      A     Threshing 

Scene,  161. 
George     and     May,     sentences     and 

stories  about,  6,  18,  37,  59,  60,  63, 

68,  71,  72,  74,  86,  87,  96,  118. 
"Greek  Stories,"  189-191. 
"Green.\way,  Kate,"  43. 
"Growth  of  a  plant,"  94-96. 

Has  and  have,  44,  45. 

Heading  of  a  letter,  63. 

"Heroes  of  the  North,"  195-197. 

"Hoeing  and  Fishing,"  200. 

HoLME.s,  O.  \V.,  Old  Ironsides,  143, 144. 

Homonyms,  8,  79,  102,  103. 

Hood,  Thoal^s,  a  letter  by,  61. 

"Hurdy-gurdy,"  4,  5. 

Hyphen,  15,  40,  128. 

7,8. 

"Icarus  and  his  Flight,"  171. 

Imperative  Sentences,  11. 

Indention.  32,  42. 

Indirect  object,  225. 

Initials,  IS,  19,  20. 

"In  Many  Worlds,"  226. 

IntcTJections,  203. 

Interrogation  point,  6,  88. 

Interrogative  sentences,   3,   6,    11. 

Intransitive     verb,      210,      211,      214, 

224,  225. 
Invitations,  214. 
Irregular  comparison,  195. 
Irregular  plurals,  27. 


Its  and  it's,  60. 
Is  and  are,  34. 

Jackson,  Helen  Hunt,  October's 
Bright  Blue  Weather,  116. 

L.\NDSEER,  Sir  Edwin,  Waiting  for 
Mistress,  104. 

Language,  a  talk  about,  52. 

Lanier,  Sidney,  Tampa  Robins,  103. 

"Larks  and  the  Farmer,"  fable,  31. 

Learn,  teach,  98. 

Leave,  let,  98. 

"Lee,  Robert  E,"  140. 

Letters,  from  Thomas  Hood,  61 ;  from 
George  to  May,  63  ;  a  Day  at  School, 
67 ;  to  a  friend  about  your  town, 
84 ;  requiring  an  answer,  99 ;  a  real 
letter,  111-113;  Business  Letters, 
152,  153,  154,  177;  of  invitation, 
214  ;   to  a  friend,  227. 

Letters,  directions  for :  heading,  63  ; 
salutation,  63,  64 ;  address,  74 ; 
planning  and  criticising,  111-113; 
models  for  business  letters,  152 ; 
an  inv-itation,  214. 

Lie  or  lay,  147. 

Like,  love,  98. 

"Lincoln,  Abraham,"  120-121. 

"Lion  Family,"  149. 

"Little  Teacher,"  1. 

Longfellow,  Henht  W.,  The  Chil- 
dren's Hour,  76. 

Margin,  2,  12. 

May,  98. 

"Mercur>-  and  the  Woodman,"  50,  51. 

"Midsummer     Night's     Dream,     A," 

218-223. 
Modifiers,  130,  133,  135,  138. 
Months,  39. 
Most  or  almost,  98. 
"Mute  Appeal,  A,"  92. 

Names  :    of    God,     10;      of    persons, 

places,  countries,  cities,   10  ;  exercises 

on  writing,  18,  19,  37,  42. 
Narrative,  207.    See  Stories. 
"Nickel  to  Spend,"  33. 
Nominative  case,  217,  229,  230,  232. 
Nouns,    97,    100,    105,    109,    126,    165, 

170,    173,    181,    reviews    184,    205. 

See  Plurals,  Case,  etc. 
Number,  111,  170,  187.     See  Plurals. 

0,8. 

Object,  Objective  case,  210.  211,  214, 
215,  217,  224,  225,  229,  230,  232. 


Index 


239 


"Old-fashioned   School,    An,"    64. 
"Old  Cxarden,  The,"  110. 
"On  Explaining  Things,"  215,  216. 
Outlines    for    compositions,    122,    132, 
157,  183. 

Paragraphs,  30,  32,  42,  93, 102, 122, 136, 
186. 

Parts  of  Speech,  181,  205,  230,  231. 
See  Nou7is,  Pronouns,  etc. 

Period,  6,  18,  20 ;  review,  88,  178,  232. 

Person,  187,  215,  217. 

"Pestilent     Mosquito,"     211-213. 

Phrases,  199. 

"Picnic,  The,"  20,  21,  22. 

Pictures  for  study  :    Little  Teacher,  1 
The    Hurdy-Gurdv,    4 1     A    Rainy 
Day,    9;    The    Balloon     Man,    18 
The  Picnic,  21  ;    A  Nickel  to  Spend 
33 ;    by  Kate  Greenaway,  43  ;    The 
Fire   Engine,   46;     The   Circus,   48 
Coasting,    73 ;     Pilgrims   Going     to 
Church,   80;    A   Mute  Appeal,   92 
Waiting  for  Mistress,  104;    The  Old 
Garden,  110;    The  Bird  Shop,  126 
Lion   Family,    149 ;     Apple   Picking 
175  ;    Aurora,  182  ;    A  Dutch   Scene 
193  ;   Siegfried,  196. 

Plans,  see  Outlines. 

Plurals,  of  nouns,  27,  34,  44,  49,  51, 
75,  83,  85,  87 ;  of  verbs  and  pro- 
nouns, 34,  44,  52,  75,  97,  111,  126, 
174;   review,  86,  87,  170. 

Poems :  Singing,  7  ;  What  the  Winds 
bring,  16 ;  Thanksgiving  Day,  24  ; 
The  Land  of  Counterpane,  38  ;  Sup- 
pose, 54  ;  The  Children's  Hour,  76  ; 
Who  has  seen  the  wind,  87 ;  The 
Barefoot  Boy,  101 ;  stanzas  from 
Song  of  Marion's  Men  and  Tampa 
Robins,  103 ;  He  praveth  well, 
109;  October's  Bright  Blue 
Weather,  116;  Daffodils,  131;  Rab- 
bit in  the  Cross-ties,  148;  Old 
Ironsides,  144 ;  Robert  of  Lincoln, 
166  ;  Selection  from  Pied  Piper,  173  ; 
Stanzas  from  Tennyson,  179  ;  Ode  to 
the  Brave,  198  ;  Concord  Hymn,  203  ; 
Midsummer  Night's  Dream,  218-222  ; 
The  Year's  at  the  Spring,  227. 

Possessives,  56,  57,  84,  85. 

Predicate,  see  Subject  and  Predicate. 

Predicate  Nouns  and  Adjectives,  228, 
229. 

Prefix'es.  118,  119. 

Prepositional  phrases,  199. 

Prepositions,  199. 

"Pretty  Thief,  A,"  106. 


Pronouns,  99,  105,  126,  151,  170,  173, 
174,  187,  215,  217,  231.  See  Per- 
son, Case,  etc. 

Pronunciation,  use  of  dictionary  for, 
24.     See  Enunciation. 

Proper  nouns,  165,  197. 

Proverbs,  71,  129. 

Punctuation :  in  letters,  63,  64,  74 ; 
summary,  88 ;  lesson  on,  127,  128 ; 
review,  232,  233.  See  Period,  Com- 
ma, etc. 

Question  mark,  6,  88. 

Questions,  3,  6,  11. 

Quotation    marks,    68,    71,    72.     See 

Quotations. 
Quotations,  68;    divided,   71,  72. 

"Rainy  Day,  A,"  8-10. 

Rhyme,  17,  56. 

Riley,     James    W.,     Rabbit    in    the 

Cross-ties,  148. 
RossETTi,  Christina  G.,   17,  87. 

See,  saw,  seen,  113,  114. 

Semicolon,  128. 

Sentence,  defined,  3 ;  declarative  and 
interrogative,  3  ;  punctuation  ,of,  6, 
1 1  ;  imperative  and  exclamatory,  1 1  ; 
elements  of,  175.  See  Sentence 
Building,   Subject   and  Predicate. 

Sentence  analysis,   162,   176,   189,  231. 

Sentence  building,  15,  37,  44,  86,  90, 
138,  146,  158,  173,  191,  202,  224. 

Series,  words  in  a,  81. 

Shakespeare,  "Midsummer  Night's 
Dream,"  218-223. 

Shall  and  will,  153. 

"Siegfried,"  picture,  196. 

"Sif's  Golden  Hair,"  a  northern 
mvth,  69. 

Sit  or  set,  142,  143. 

Stanza,  17. 

"States,  The,"a35. 

Stedman,  Edmund  C,  What  the 
Winds  Bring,  16,  17. 

Stevenson,  R.  L.,  Singing,  7  ;  Travels 
with  a  Donkey,  180. 

Stories  for  study :  Alice  Asleep,  13  ; 
A  True  Story,  Jocko,  40 ;  Mercury 
and  the  Woodman,  50 ;  Turning 
the  Grindstone,  57 ;  Sif's  Golden 
Hair,  69;  A  Pretty  Thief,  106; 
A  Picture  Story,  124 ;  An  Un- 
finished Story,  148 ;  Icarus  and  his 
Flight,  171 ;  Hoeing  and  Fishing, 
200.  See  Fables,  Dramas,  Pictures, 
Unfinished   Stories. 


240 


Index 


Stories,  to  l)o  written,  10,  12,  14,  19, 
22,  26,  32,  .34,  42,  48,  59,  109,  12G, 
127,  130.  142,  148,  165,  171,  180, 
183,  198.  207. 

Subject  and  Predicate,  89,  90 ;  com- 
plete, 91  ;  order  of,  93  ;  exercises  on, 
94,  97.  100,  138.  162;  simple.  130, 
133,  134.  162,  176;  compound,  174; 
re\dew,  231,  232. 

Suffixes,  118,  119. 

Syllables,  14,  15. 

Synonyms,  78,  79,  8lr''102,  103,  118. 

Tench,  learn,  98. 

Telegrams,  155,  177. 

Tennyson,  stanzas  from,  179. 

Tense,  111,  1S9. 

Titles,  12,  17,  26. 

To,  loo,  two,  8. 

"Town  in  which  vou  live."  81.  83,  84. 

Transitive   verbs,'  210,   211,  214,  224, 

225. 
"True  Story  of  Jocko,"  40. 

Unfinished  Stories,  148,  171,  200. 


Verbs,  105,  109,  111,  126,  1.30.  146, 
151,  170.  173.  188,  189,  210.  211, 
214.  224,  225,  227,  228.  See  Plurals, 
Tense,  is,  are,  was,  were,  see,  do, 
he,  etc. 

Vocabulary,  see  Words. 

"Waiting  for  Mistress,"  104. 

Was  or  were,  44. 

Washington,  George,  lessons  and 
pictures,  35,  36. 

Wheat,  158-160. 

Whittikr,  .1.  G.,  Barefoot  Boy, 
101  ;  Corn  Song,  138. 

Will   153. 

"Windmills  of  Holland,  The,"  193. 

Words,  meaning  and  choice.  23.  24. 
38.  53,  56.  58.  77.  81,  98.  102.  103, 
115,  118,  119,  131,  132.-146,  158, 
168.  172,   188,  194,  205,  223. 

Wordsworth,  William,  Daffodils, 
131. 

Yes  and  no,  59. 
"Your  State,"  133. 


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